Education Technology Solutions Issue #75

FOR PRINCIPALS | EDUCATORS | NETWORK ADMINISTRATORS

Issue 75

r e t t a H Mad egaShare M e l StCoyuld This Be ‘The Next Big Thing’ In Professional Development?

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CONTENTS

75

026

Cover Story

Mad Hatter Style MegaShare Who would have guessed that a hybrid scenario of the Mad Hatter yelling at Alice to change seats and speed dating could create an educational format that suits contemporary adult learning so well? In this issue’s cover story, Brett Salakas explains the concept of mobile MegaShares and their impact on professional development for teachers.

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Feature

Stabilising The Connection: Increasing The School/Home Connection Through Digital Means In any school community, parents play an important role as stakeholders in the education of students.

However, they may not always have a deep understanding of what is happening within their child’s classroom. Emily MacLean looks at the multitude of ways teachers can help parents have a better understanding of the uses of technology in schools.

032

Feature

Collaborating For Success – Teaching And Learning In The 21st Century The education of students is not just about the content in the classroom. It is about the craft of delivery, the awareness of relationships with those in educational communities and the vision that educators weave for the future. How can teachers develop collaborative skills which will hold students in good stead for their future study?

002 EDUCATION TECHNOLOGY SOLUTIONS

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EDUCATION TECHNOLOGY SOLUTIONS 03

CONTENTS 014

Interactive Learning

75 036

Mal Lee and Roger Broadie look at the importance of a highly effective and efficient digital communications suite within a school. What role does a comprehensive integrated suite of digital services that allows all within the school’s community to readily and inexpensively communicate and interface with the socially networked world play in a school’s evolution?

022

Plugged In

Eliza Kennedy looks at the role of social media in the effective development of STEM education.

036

Office Space

Award-winning learning designer Con Athanasiou talks about how he learned to stop worrying about technology in the classroom and instead develop a passion for it.

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052

Next Step

In the first of a new two-part series, Dr Shelley Kinash looks at what she feels are some of the best parts of Australian education.

044

Let’s Talk Pedagogy

Just how relevant are schools of today? Is the current education in most schools meeting the needs of students?

048

Professional Development

Learning to use a green screen for video production is not just for Hollywood. It can have some great benefits in your classroom; but just how easy and affordable is it?

052 Getting more STEAM from 3D printing 3D printing, or additive manufacturing as it is correctly termed, has been front and centre of the STEM/STEAM push in schools. The question is, how can you use this technology more effectively in your lessons?

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Teaching Tools

We present the second article in a five-part series by Jon Bergmann on flipped learning and how you can more effectively flip your classroom.

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Get Connected

Almost one-fifth of the way into the 21st century, are we any closer to effectively modernising education in a meaningful way?

006

Letter from the Editor

008

Cyber Chat

010

Calendar of Events

064

Tech Stuff

066

Product Showcases

072 Noticeboards

004 EDUCATION TECHNOLOGY SOLUTIONS

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EDUCATION TECHNOLOGY SOLUTIONS 05

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EDITOR’S LETTER EDITOR’S LETTER www.educationtechnologysolutions.com.au EDITORIAL Editor John Bigelow Email: john@interactivemediasolutions.com.au Subeditors Helen Sist, Ged McMahon CONTRIBUTORS Con Athanasiou, Jon Bergmann, Roger Broadie, Nigel Brockbank, Steven Francis, Grant Jones, Eliza Kennedy, Shelley Kinash, Mal Lee, Emily MacLean, Jill Margerison, Scott McDonald, Brett Salakas, Peter West

I was recently fortunate enough to

Camp not only attract students with

have the opportunity to follow a group

interests in these areas, they can also

of Australian students to Space Camp

spark interest for STEAM-related studies in

at the US Space and Rocket Center in

students who might otherwise not have

Huntsville, Alabama.

even known they had a passion for such

This six-day trip was crammed with

things. And as we all know, innovation

exciting activities for students, including

and a prosperous future both depend

everything from taking part in shuttle

on Australia’s ability to produce a

missions in a variety of roles such as

workforce talented in such areas.

mission commander, shuttle pilot, mission

We cannot expect to keep pulling

ADVERTISING Phone: 1300 300 552 Email: keith@interactivemediasolutions.com.au Keith Rozairo

engineer, navigation officer and so

resources out of the ground forever.

on, through to learning how to design

Iron ore prices have dropped and may

and build rockets to a budget with the

never return to what they were in years

ability to carry specific payloads; how to

past. Furthermore, our labour costs make

DESIGN AND PRODUCTION Phone: 1300 300 552 Email: graphics@interactivemediasolutions.com.au Graphic Designer Jamieson Gross

operate and move in one-sixth gravity;

Australia less competitive in the mining

how to troubleshoot mission problems

sector while also playing a large part

on the fly; the importance of teamwork

in killing off our manufacturing industry.

and leadership, and so on. It truly was

Coal sales are on the decrease and

MARKETING AND SUBSCRIPTIONS Phone: 1300 300 552 Email: admin@interactivemediasolutions.com.au $57 AUD per annum inside Australia

an amazing experience both for the

will eventually taper off completely as

students attending the camp and for me

the world moves to more sustainable

personally, as a fly on the wall, watching

and environmentally friendly energy

these young kids engaging in one of

sources and, quite frankly, outside of

the most amazing and transformative

our farming industry, we do not sell

experiences they are likely to have at this

much else in the kinds of quantities

stage in their lives.

that support a country. What we

ACCOUNTS Phone: 1300 300 552 Email: accounts@interactivemediasolutions.com.au PUBLISHER

In preparing to leave for camp, and

need is a smart, innovative, educated

upon returning, the most frequently

population skilled in things like robotics,

asked question I encountered was,

programming, cybersecurity, the

“Why?” Educators and non-educators

sciences and engineering to name

alike could see the appeal of Space

but a few, with a view to building the

ABN 56 606 919463 Level 1, 34 Joseph St, Blackburn, Victoria 3130 Phone: 1300 300 552 Fax: 03 8609 1973 Email: enquiries@interactivemediasolutions.com.au Website: www.educationtechnologysolutions.com.au

Camp. It looks like an amazing

kinds of technologies and innovations

adventure and sounds like great fun

that the world will need a decade from

– who would not want to attend? But

now – to find solutions to challenges we

what is the educational value? Is it all

do not yet realise even exist. STEM or

really just about learning to become an

STEAM are not just cool new buzz words

Disclaimer: The publisher takes due care in the preparation of this magazine and takes all reasonable precautions and makes all reasonable effort to ensure the accuracy of material contained in this publication, but is not liable for any mistake, misprint or omission. The publisher does not assume any responsibility or liability for any loss or damage which may result from any inaccuracy or omission in this publication, or from the use of information contained herein. The publisher makes no warranty, express or implied with respect to any of the material contained herein.

astronaut and, if so, how many people

(acronyms actually) to be used to elicit

ever really get to do that? One in a

more money from governments; they

million? Less? In reality, the number is

are the future of Australia and we should

much less than that, but that is not the

be doing everything we can to actively

point. The point is to nurture a love of

engage students in these areas in new

and interest in science, technology,

and captivating ways. Australia needs

The contents of this magazine may not be reproduced in ANY form in whole OR in part without WRITTEN permission from the publisher.

Reproduction includes copying, photocopying, translation or reduced to any electronic medium or machine-readable form.

engineering and maths. To do more than

more initiatives, like its own Space Camp

just pay lip service to STEM.

where, for a brief period, students can

Written Correspondence To: Level 1, 34 Joseph St, Blackburn, Victoria 3130

astronaut, but that does not matter.

and passion for STEM. If they can do

The Australia of tomorrow, if it is to

all that while indulging a fantasy, then

continue to be a successful and

all the better – that is the value of such

prosperous country, needs engineers

places.

of all kinds, from mechanical to

Regards,

Phone: 1300 300 552 Fax: 03 8609 1973 Email: enquiries@interactivemediasolutions.com.au

Sure, not everyone can be an

eat, breathe and develop a true love

structural, to aerospace and everything in between. We need scientists of all Supported by

types – computer programmers, robotics wizards, project managers, physicists.

The list goes on. Initiatives like Space

06 EDUCATION TECHNOLOGY SOLUTIONS

JOHN BIGELOW Editor-in-Chief

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CYBER CHAT

What Can Children And Educators Learn From Willy Wonka?

| By Magdalene Mattson |

Just to clarify this article was inspired from watching the 1971 film with Gene Wilder.

We all know the classic Roald Dahl story of the wacky candy maker and the one honest, thoughtful and well behaved boy.

We learn from the story that being greedy, demanding, not having manners and only watching television will not get you far in life. I would love to see a modern day spin where talking to people in real life rather than just online could have some interesting results.

It is then Charlie who keeps his promise that inherits the wonderful world of the Wonka Chocolate Factory.

What sometimes fails to be the focus is the visionary that Willy Wonka actually is. He is not only a dreamer but he is an action man – he has an edible garden, a chocolate waterfall, fizzy lifting drink, Wonkavision and much more. Willy Wonka can be used to inspire us to create our own factory of dreams that we work to make reality.

I have to be honest here, I am still trying to get my head around STEM

(Science, Engineering, Technology and Maths) and how it can be incorporated in my constant classroom practice. I am also more a fan of STEAM (A for arts) as that acknowledges some of us creative types when it comes to performing and creating items that serve more of an aesthetic and social purpose.

I also think about how we as educators are using our classrooms as our own Wonka Factories – are we being risk takers? Are we exploring the different ways to teach, encourage problem solving and encourage our students to make dreams realities? Do we have our own dreams and what are we doing so that we have not completely let them go. This might sound a little too optimistic and I know there are some realities with some dreams but are we letting our students know that too soon?

There has also been a lot of discussion regarding the paradigm shift in education. Maybe if we consider the visions and dreams that Willy Wonka has and how he experiments and tries to achieve them – we too could make the changes that are needed to suit the needs of the current world we live in.

008 EDUCATION TECHNOLOGY SOLUTIONS

Creating memes and being aware of what students respond to could be one way that we “Wonkify” our classrooms.

I had to, of course, create my own condescending wonka meme for this article. Keep in mind that inspiring isn’t always trying to change the world. We can inspire to read, inspire to travel, inspire to help others. As educators we should be inspiring students to solve problems, lead some movements and of course, most importantly, keep learning. ETS Magdalene Mattson is a Primary School Teacher with a passion for nurturing creativity and giving students and teachers the opportunity to learn, create and grow in an area that inspires them. This year she is leading the Australian ClassDojo Community and while working with the team at #aussieEd who run Australia’s biggest Educational Chat on Twitter.

For more articles like this one visit maggiesmissedventures.blogspot.com.au or aussieed.com

EDUCATION TECHNOLOGY SOLUTIONS 09

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Bett 2017 25–28 JANUARY 2017 ExCeL London Bett or The Bett Show (formerly known as the British Educational Training and Technology Show) is an annual trade show in the United Kingdom that showcases the use of information technology in education. Now in its 33rd year, this event attracts in excess of 35,000 visitors from 120 countries around the world.

The 2017 show will see the return of Sir Ken Robinson, exploding science, provocative open discussion that challenges your current practices, 3D printed school dinners, collaboration with thought leaders and visionaries, world exclusive tech launches, and students all at the heart of this game changing programme.

Sir Robinson’s presentation forms part of the Bett Areana where attendees can join 1,000 global educators in the Arena, the event’s centre stage, for a passionate, open, knowledgeable and playful look at how together we can create a better future through education.

Delegates are guaranteed to leave the Bett Arena with practical advice, insight, inspiration, tools and the realisation that you too are a game changer in the making – individuals and products all creating an impact, resulting in a significant shift in how people behave and discover what’s possible in education.

For more information visit www.bettshow.com

National FutureSchools Expo & Conference 23–24 March 2017 Melbourne Convention and Exhibition Centre, Melbourne The National FutureSchools Expo is an annual two-day event which runs in March and will be held at the Melbourne Convention and Exhibition Centre in 2017. It is the sister event of EduTECH (Australasia and Asia Pacific’s largest education event). It consists of one central exhibition and five parallel conferences designed to tackle five specific areas of the future school: • Future Leadership • Young Learning • Special Needs • Teaching about and using emerging technologies • STEM, coding, robotics and the new digital curriculum.

We work with industry to subsidise registration costs to make this an affordable and accessible investment in your learning.

• Access the very best speakers from Australia and around the world.

• Share ideas, successes and challenges.

• Join 1,500+ attendees to discuss, debate and take away implementable outcomes.

• Tailor-make your own experience and choose from five conferences, with multiple streams, plus focused breakout sessions, masterclasses and interactive exhibition seminars and displays (not to mention hours of networking functions).

• Save time by meeting with suppliers in one place, at one time.

010 EDUCATION TECHNOLOGY SOLUTIONS

• Earn professional development points – when you register, simply tick the box indicating that you wish to apply for CPD/PD points and we will post you a Certificate of Attendance, which you can present to your representative body.

Visit http://futureschools.com.au/ About.stm#sthash.xhYgd6ZR.dpuf for more information.

EduTECH 2017 8–9 June 2017 Sydney Convention Centre EduTECH is Australasia’s largest annual education technology conference and exhibition. In 2017, EduTECH will host eight conferences, eight masterclasses, 8,000+ attendees, an official event dinner for 800 guests, 250+ exhibitors and free seminars for exhibition visitors.

EduTECH is the only event that brings together the entire education and training sector (primary, secondary, tertiary and workplace learning) plus libraries, government, suppliers and world-renowned speakers all under one roof.

As a delegate, you can choose from one of eight conferences designed for your role, ensuring you get the most out of your professional development investment. Furthermore, EduTECH works with industry to subsidise registration costs to make the conference an

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affordable and accessible investment in your learning.

• Access the very best speakers from Australia and around the world.

• Share ideas, successes and challenges.

• Discuss, debate and take away implementable outcomes.

• This is a second-to-none networking opportunity.

• Tailor-make your own experience and choose from eight large congresses, with multiple streams, plus focused breakout sessions, masterclasses and interactive exhibition seminars and displays (not to mention hours of networking functions).

• See what is on offer and save time by meeting with suppliers in one place, at one time.

▪ For more information, please visit www.edutech.net.au

Leading A Digital School Conference 2017 17–19 August 2017 QT Hotel, Gold Coast The Leading a Digital School Conference 2017 is about driving and growing the inspirational and sound educational use of digital technology in your school to give students a competitive advantage. The conference will appeal to school leaders, leadership teams and classroom teachers who lead.

Program Overview Day 1: Leading from the top The focus of this day is on what school leaders do to drive digital technology and learning in their schools.

Day 2: The beautiful synergy (combining somewhere in the middle) The focus of this day is on the synergy that is created when school leaders, leadership teams and classroom teachers combine to drive the agenda for digital teaching and learning.

Day 3: Leading from the grassroots The focus of this day is on how classroom teachers use digital technology to improve educational outcomes for their students and how they influence their school’s vision and direction for teaching and learning with digital technology.

Visit www.ereg.me/digital17 for more information.

The Education Show 1–2 September 2017 Melbourne Convention and Exhibition Centre The Education Show is a key event of Ted McCain Summit Steve which Francis The National Education

012 EDUCATION TECHNOLOGY SOLUTIONS

draws principals, school leaders, business managers and educators from K-12.

For more information on the National Education Summit please visit nationaleducationsummit.com.au

EduTECH Africa 2017 3–4 October 2017 Sandton Convention Centre, Johannesburg EduTECH Africa will take place in Johannesburg, South Africa in October 2017. With 1000s of visitors in attendance at our 2015 and 2016 events, EduTECH Africa is the symbol of just how much potential Africa holds for technology, innovation and implementation in the classroom.

EduTECH Africa is where all aspects of education are brought together to deliver greater learning outcomes for learners in all environments.

For more information visit www.terrapinn.com/exhibition/ edutech-africa

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Digital Communications Suite

014 EDUCATION TECHNOLOGY SOLUTIONS

| By Mal Lee and Roger Broadie | Central to the workings and continued evolution of every digital school is a highly effective and efficient digital communications suite – a comprehensive integrated suite of digital services that allows all within the school’s community to readily and inexpensively communicate and interface with the socially networked world. Its construction should be one of the first tasks. Importantly, it falls into the ‘low growing fruit’ category, where the school can make significant progress relatively quickly.

The likely reality is that some of the key elements will already be in place, ready to be built upon. The core component has to be the school’s URL and website.

That core, in time, will provide the school’s community ready access to all the school’s online services and facilities, and make a significant contribution to the school’s workings and evolution.

Experience with short-sighted education authorities that stop schools having and managing their own websites underscored how vital that core, that digital interface, was to the growth and evolution of the school’s ecosystem.

Education authorities have also been known to put pressure on schools wishing to adopt managed-service digital environments that provide website and other functionality, using the false excuse that the service will ‘compromise’ the authority’s network. Indeed, without the control of their websites, schools cannot create an effective digital ecosystem.

The likelihood is that the nature of a school’s website will be consonant with the school’s evolutionary position (Lee, 2012). Schools at the paper-based stage will invariably have rudimentary websites, often ‘cookie cutter’, largely peripheral to the everyday workings of the school. Even

schools at the early digital and digital evolutionary stages are likely to have websites that are still peripheral to the school’s everyday workings and teaching which are primarily an online brochure maintained and controlled by one of the school silos, such as marketing.

The aim – fleshed out in The Changing Role and Purpose of the School Website (Lee, 2015) – should be to create a dynamic working website central to the everyday workings and growth of all facets of the school, both educational and administrative. While that will take time, fortunately the suite’s development can be graduated and upgraded when the school is ready culturally and educationally.

The best way forward is moot, and might well be different for a primary and a secondary school.

Over the last twenty plus years, companies and education authorities have spent hundreds of millions of dollars trying to provide the ideal school learning management suite, where highly sophisticated technology would meet all of the school’s needs. Many, if not indeed most, of those highly ambitious omnibus solutions have failed, with governments around the world having to pull the pin on the vast, largely wasted investments.

The challenges facing both the authorities and companies are many and major, and include the rapid pace of technological change, rising client digital expectations, the considerable and growing difference between schools, the uncertainty of evolving complex adaptive systems, the surge in social networking, the difficulty of the one solution meeting each school’s evolving needs, return on investment, the expense of omnibus systems and schools being locked into

dated, expensive long-term contracts when better free or low-cost alternatives are available for key parts of the system.

School leaders need to think carefully about what they choose, whether their school is a primary, secondary or K-12 school. The potential of external cloudbased learning management systems is there, but one has to ask will such a system be able to meet a school’s rapidly evolving, often as yet unidentified, requirements at a fair price on a long-term basis? There is now a growing number of commercially available services that integrate a wide range of systems, including the free systems, providing a consistent interface and single sign-on to everything, while still leaving the school in full control.

Tellingly, most of the pathfinder schools studied have opted to use inexpensive or free, externally hosted, modular, template-style services as their core.

These services have allowed them to readily and inexpensively add facilities and links. The user sees a home page – a facade – with hyperlinks to all manner of services. Some of those services will be free, others will entail an annual free, some will be hosted services provided by the authority or government and others will be the likes of Google Applications for Education.

The value of a modular structure is that the school: • can readily add components and replace the superseded services • has total control of the suite • manages the risk associated with each component • decides who can publish to its various modules • decides where to spend its monies and for how long.

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interactivelearning

Critically, the school’s clientele know they can reliably turn to that page for the very latest information, with the same kind of expectations as they have with the top commercial websites.

While the website will carry the full array of detail on the school’s teaching and operations, that information will be complemented by a digital communication suite that will include the likes of: • a tailored e-newsletter service • an interactive school calendar • class blogs and wikis that provide an insight into the daily teaching, class activities, projects and home study, as well as the opportunity for instant feedback • email communication • a school app, tailored for use with mobiles • an online payment facility • an RSS feed, Twitter and Facebook • access to the school’s learning, assessment and library management systems • the online reporting of absences, excursion permissions and the like • surveys • a student e-book collection • links to the parents’ and alumni blogs.

In brief, the schools are making astute use of the best of the social networking tools and cloud services.

That said, the pathfinders are increasingly conscious of the part the major social media are daily playing – intentionally and unwittingly – in the school’s digital communication with its community and the importance of managing that risk. Much of the school’s digital communication to its community is instantly re-transmitted, with comment via social networks. It is a development that bears noting.

Interestingly, in several of the schools, the school app has been slowly but surely replacing earlier disparate services by integrating most in the one app.

In assembling the suite, it is advisable to identify from the outset its underlying operational principles, and remain conscious that they need to be consonant with the school’s wider thinking and its

shaping educational vision. If the school wants genuine collaboration, to socially network, to empower, to encourage a culture of change and to not burden the school’s community with digital communiques, those attributes need to be embodied in the suite.

Do schools, for example, want to open most parts of the suite to public viewing and interface with other ecosystems, or do they wish to retain a cyber wall and remain insular? Currently, most school websites are password protected, accessible to a limited number of approved users and are highly insular and inward looking. Does the school want that or does it want to openly engage with the socially networked world? These are the kind of issues that need to be considered in the design. Be conscious that with the modular configuration, refinements can always be made.

One major danger that needs to be avoided is the propensity to use the ease of sending digital communications to overload the school’s community. Clear operational parameters that obviate that plague and ensure the communication is apposite can help.

From the outset, tackle the mechanics of readying the school community to use digitally-based services and operations 24/7/365. For example, it is critical to select and have the client maintain a Webenabled database of all current emails, understanding that with each new cohort of students the school will need to make a concerted effort to ensure all the new email addresses are added. Similarly, the school would be advised to secure the parent’s permission – again from each new cohort – to publish children’s photos.

Both tasks in the early stage will likely be a slog, but in time folk get more into the swing of operating digitally.

It is also important, as the communications go digital, that a full audit trail is maintained.

All users of these systems need to know that any inappropriate use will be recorded and be available for any subsequent investigations. Staff, pupils and parents all need to understand this, to build e-safety and responsible use.

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The ideal should be to move to a wholly digital suite of operations, eventually doing away with all paper-based practices. It then needs to be asked, again at the outset, which of the latter should be superseded and when.

Conclusion While on first glance the creation of a digital communications suite might appear to be a lower order mechanical change, the experience of the pathfinder schools reveals this development is crucial to the school’s evolution and growth. Seemingly small initiatives like a school app have profound multifaceted implications that impact the tenor of the school’s workings. Interestingly, it has often been the principal’s insistence that all staff use email, or that the class rolls be marked digitally, that brought about major whole-school change.

The key is to shape a digital communications suite carefully, with understanding of the central role it will play in the performance, growth and digital evolution of the school. ETS

Mal Lee is a former director of schools, secondary college principal, technology company director, and now, author and educational consultant. He has written extensively on the impact of technology and the evolution of schooling.

Roger Broadie has wide experience helping schools get the maximum impact on learning from technology. He is the Naace Lead for the 3rd Millennium Learning Award. In his 30-plus years of working at the forefront of technology in education he has worked with a huge range of leading schools, education organisations and policymakers in the United Kingdom and Europe.

For a full list of the bibliography contact: admin@interactivemediasolutions.com.au

Somewhere, Darwin is smiling.

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Stabilising The Connection:

Increasing The School/Home Connection Through Digital Means | By Emily MacLean | In any school community, parents play an important role as stakeholders in the education of students. However, they may not always have a deep understanding of what is happening within their child’s classroom. Often, they have even less awareness and knowledge of the digital education their children are receiving in comparison to their own educational experiences.

With the unknown and uncertainty may come confusion and fear. Educators need to open their classrooms to parents to help them unpack their emotions and excite them about the new education their child experiences every day.

Educators know technology can enhance the learning process when used appropriately and effectively. Many parents believe it is only used as a mechanism to play games or waste time in classes. It is an educator’s job to not only educate students about the effective use of technology, but also parents so they understand how it enriches the learning environment.

There are an infinite number of ways to help parents have a better understanding of the uses of technology in schools.

Each teacher may use various combinations in order to support building the bridge between home and school in regards to technology use for teaching and learning.

Class Website Class websites provide parents with an ongoing and consistent window into the classroom. By creating and establishing a class site at the beginning of the school year, parents are able to know where to find current information about their child’s class. The class website becomes a resource for both parents and students, with weekly updates as well as documentation of learning, experiences and growth through photos and videos.

If the teacher posts resources (such as assignments, instructional videos, homework) on the class site, then parents are also able to see what students are learning. Often the teacher may provide links to different technology resources being used by the students (to increase ease of access for students), which also allows for easy access for parents to explore these resources should they be interested. Parents are able to access the site to support and extend their child’s learning at home. The teacher can showcase projects students are creating using technology, while also highlighting that technology is only used when it is purposeful and thoughtful to impact learning. This enhanced communication and transparency helps to ease parents’ minds about how the technology resources are actually being used in the classroom environment.

In-class Connections Parents who are new to technology in the classroom may not know how technology is actually being used in the classroom. What better way for them to understand than to see it in action or experience it for themselves. There are EDUCATION TECHNOLOGY SOLUTIONS 019

feature many opportunities to invite parents into the classrooms to share learning and celebrate successes.

One way is to have celebrations of learning at the end of a unit and invite parents in to see final products of inquiry (while also highlighting the process to get there). Students can share the different tools that helped them demonstrate their understanding best, as well as the tools that helped their process of thinking and learning along the way. This may also serve as an interactive presentation if a game or interactive digital story was created where parents can experience what students have constructed.

Another example of bringing parents into the classroom is via parent–teacher– student conferences. These are excellent opportunities to share learning. One activity that works well for this is having the parents and students co­ create an entry for an e­portfolio. This could include parents videoing their student about his goal for the term and his action plan to work towards the goal. Students can then show their parents how they upload this to their portfolio and how they reflect on their selected pieces of work. By taking parents through the process of what the students use the technology for, they get to experience it firsthand and have a greater appreciation for the level of learning and thinking that goes into creating digital work.

While some parents may be new to the idea of technology integration, many parents are also quite capable with using technology. Many parents have careers featuring digital components that might also enhance the program or student understanding of different topics. A parent in media or film could provide real-life examples, experience and expertise in the form of a workshop for students about storyboarding, developing scripts and camera angles.

Some parents may wish to volunteer on class projects where extra support with technology is needed, allowing another perspective as a critical friend.

Introduce Digital Tools for Home Learning Many schools are shifting from homework to home learning, with the emphasis on exploration and inquiry as part of the learning process outside of school.

A task such as “using a tool of choice, document where you see shapes around your house” allows students to work with their parents together and take pictures of where they might see squares, circles or triangles in their home environment. Another example is to have the student interview his parents about their experiences with a specific topic and record them. This can help to then also bring home experiences into the classroom. Finally, to create an interactive approach to home learning, the teacher may create a padlet and share through the class site. Both parents and students can contribute ideas, thoughts and examples to an inquiry question of the week. There are many ways to use digital tools and resources to engage students and parents through home learning. The key is to keep it simple to ensure that it is effective and manageable. e­Portfolio Sharing An e­portfolio provides students with an opportunity to reflect on their work and share their progress with the teacher, their families and peers. Digital portfolios allow students to share the wonderful digital work they have created that a paper portfolio fails to convey. This alone can allow for parents and students to have richer dialogue about the student’s learning. However, if the portfolios are not shared frequently with home, they are often forgotten about by parents until perhaps a conference with the teacher. It is important that students are encouraged to have conversations about their e­ portfolios on an ongoing and frequent basis. For example, these conversations may happen every six weeks for schools using inquiry programs at the end of each unit. This allows for positive interactions between home and school, increased awareness of

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school activities and experiences and for students to have genuine and timely discussions with their families.

Parent Cafes Parent cafes invite parents into the school environment to engage with presentations and experiences about a given topic so they can better understand the school’s approach and thinking. A technology parent cafe may address topics such as digital citizenship, new programs and transitions to one­ to-­one programs. It provides the school a platform to share their excitement and knowledge about an aspect of technology and also allows the parents to share their concerns and questions.

A group of parents can discuss their different perspectives and experiences and share with each other approaches to supporting their own child with technology. This creates a network of parents supporting parents, as well as the school supporting the parent community.

Parents bring such a rich aspect to school communities and it is vital that educators include them in the conversation about all matters, including technology. Developing a shared understanding of technology use within a school allows the entire community to plan and implement the most effective program of learning for students. ETS

Emily MacLean is an international educator working at Chatsworth International School in Singapore as the education technology coach.

She is a Google for Educator Certified Innovator (GUR14), a Google for Education Certified Trainer and an Apple Distinguished Educator (Class of 2015).

She enthusiastically supports teachers across primary school to effectively integrate education technology into the classroom. She is currently completing her Masters of Education (Information Technologies) from Charles Sturt University.

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ConnectEd –

STEAM Ahead With Social Media | By Eliza Kennedy | Simon Birmingham, Minister for Education and Training, wrote in his recent article STEM Education – Building Skills for the Future, “Sparking a real interest or passion for the STEM subjects is just as important as simply teaching students these skills. We need to make the study of these subjects really come alive and show children how far they can go in life with proficiency in these skills.”

When the Tech Girl Superhero Competition ran at St. Aidan’s Anglican Girls’ School in 2015, it helped to unearth a team of young tech innovators. The girls from Team PawsOut won with their app that connects amateur dog walkers with local dog owners.

Jenine Beekhuyzen, founder of the competition and the Tech Girls Movement, said she aims to inspire young girls into technology careers. She uses social media to put out positive messages about women in technology to engage, inspire and entertain young girls.

“Good stuff happens through seeing others doing interesting things in tech and thinking, I can do this too.”

The Team PawsOut students are now #techgirls role models themselves, using social media to communicate, connect and collaborate. The team told us, “We have used YouTube to learn about website design, business planning and branding. We learn a lot about what’s happening for women in technology by following relevant people, groups and organisations on Facebook, Instagram and Twitter. Social media has helped shape our direction, create awareness and reach our audience and it’s made it really easy to connect with people. We are using it now for our crowdfunding campaigns on GoFundMe and Kickstarter.”

When students are being hands-on in designing, building and implementing, it breathes life into their learning. Instead of merely being effective users of technology, they must learn to be the creators of digital solutions to equip them for the workforce of the future.

In response to student stories like these that Be Social. Be Smart. have posted on LinkedIn, one teacher commented, “Popular public perception is that social media and young peoples’ use of it is trivial and/or evil. This is an example of the great work kids are

already doing in this space and highlights the potential of social media to market real-world innovation and entrepreneurship. If we as teachers don’t leverage this potential, young people will anyway, in spite of us and the schooling system, not because of.”

Be Social. Be Smart. meet many such inspiring young people who are truly leveraging digital tools to achieve innovative Science, Technology, Engineering, Arts and Mathematics (STEAM) goals.

As a contemporary social media education initiative, it empowers school and university students to use social media to purposefully and proactively create and use digital portfolios to support communication, collaboration and connection to prepare for jobs of the future.

There is no doubt that prevalent social media education in schools is still fear based and threat focused, rather than enabling, empowering and opportunity focused.

For students to learn the potential of social media to connect them with innovation in action, teachers need to first recognise and harness that potential themselves. For example, following handles on Twitter like @STEMedOZ provides a real-time source of news, achievement and advances of Science, Technology, Engineering and Mathematics (STEM) education in Australia. By clicking on who @STEMedOZ follows and who follows them, teachers can find hundreds more educational leaders, influencers and organisations.

STEAM-based hashtags like #STEMeducation can also lead educators to engaging content and keep them current with realworld STEAM developments. Teachers who share their own content can use these tags to reach, connect and collaborate with other like-minded education professionals and communities.

Students’ interest and passion for STEAM can be nurtured, with potential career paths demystified, through the activities that take place on social media technologies like blogs, wikis, Google Apps, image sharing and video sharing platforms, social networking sites, social news sites, instant messaging, file sharing and microblogs; all of which enable the creation of collaborative, shared knowledge.

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pluggedIn information, STEAM professionals and find like-minded communities.

Introducing career role models who share similar interests and demographics can inspire students to develop their interest in STEAM and it is social media that enables them to connect with those who are actually doing what they may one day like to do and ask them about their work. With guidance, students are more likely to continue actively seeking STEAM information outside of school and become self-taught, lifelong learners.

Here is what Be Social. Be Smart. found out about how critically embedded social media is in teen entrepreneurship when they spoke to Yash Dutt and Dunija Ariyaratne, the 15-year-old co-founders of TechFlow (a popular student-run technology community featuring reviews from students’ perspectives): “It all started with both of us being really interested in technology. In June of last year, we had a Science assignment that allowed us to create a presentation through our choice of media. Most people used PowerPoint, but we created a website: http://hpylorii. weebly.com. We watched YouTube videos to learn how to make the website. It was fun and we learnt new skills, so we went on to create another website.”

Yash said, “Most teachers aren’t really aware of the benefits of social media.

They don’t want us to use it at all because they are fearful of what can go wrong.

What’s missing at school is any focus on the beauty of social media.” The girls from PawsOut confirmed, “Most of our teachers will say social media is bad. This is frustrating because we need it for our business and social media is a place where we can be creative.”

These students also recognise that the way they are using social media is not representative of their peer group. They particularly highlighted LinkedIn and Twitter as critical platforms to their startups that are rarely tapped into by their age group, who predominantly use social media for peer-to-peer communication.

The potential to STEAM ahead comes from connecting more widely than friends and family – it comes from connecting with

knowledge and information; connecting with mentors and role models; connecting with influencers and industry leaders; connecting with like-minded communities; and connecting with funding and investors.

Yash continued: “We were following CNET, The Verge, The Next Web, Jonathon Morrison and people like that on YouTube, Instagram, Facebook and Twitter. We’d see what everyone was up to by following these leaders in technology and we had an idea to create a space where young people could share their opinions and reviews on new technology.

Our second site, The Edge, was a media tech site with opinion articles and by using Reddit we got quite a big following pretty quickly. It did so well that we went on to create a proper website. We came up with the name TechFlow through a chat on iMessage and then bought the domain name, hosting and started recruiting more writers. Our team of writers are all part of the engineering course at school and into tech.

Our biggest break so far came through an invitation to the Advance Queensland Investment and Innovation Summit in April this year. We were lucky enough to be able to ask Steve Wozniak a question during the live chat and Annastacia Palaszczuk and Leanne Enoch started tweeting about TechFlow and what we were doing. We were also invited to take over the Advance Queensland Twitter feed for a while.

From the Summit and also from the EduTech Conference in May, we have had the opportunity to connect and collaborate with so many different people, like our mentor Jock Fairweather from Little Tokyo Two and other inspiring entrepreneurs like Jane Lu from Showpo and Melanie Perkins from Canva. We got tonnes of business cards and we looked everyone up on LinkedIn and Twitter to connect. If we ever need help on something we have this incredible network we are able to reach out to.”

By developing critical digital literacy skills using social media technology now, teachers can help ensure students are equipped for the workforce of the future.

One online tool available to employers,

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called The Social Index, aggregates and analyses an individual’s digital footprints to determine his personal brand, reach and alignment to a particular company’s brand, culture and values. Founder Fiona McLean said, “I would encourage students to safely connect with people that they find interesting. Connections can show the opportunities you bring to an organisation and how you communicate across different mediums, just as happens in the workplace.”

Educators need to foster the helpful aspects of social media, such as communicating and connecting, information seeking and building understanding, while limiting the hindrances such as unwanted distraction, lack of credibility and privacy concerns. The Director of e-Learning, Micah Wilkins from Mac.Robertson Girls’ High School summed it up best in a statement of support for positive social media education, “Before authentic technology rich learning and collaboration (both off and online) can occur, students need to be aware of the various ways media and technology can be used to gather and share information as well as develop important knowledge and understanding of STEM domains. It is through the power of social media that students will connect and collaborate with experts in the fields of space exploration, innovation, sustainability and communication.” ETS

Eliza Kennedy is a director at Be Social. Be Smart., a national program developed to empower young people to harness their social media skills for good. It partners with secondary schools to upskill students in strategic and effective digital sharing for positive outcomes. The presentations incorporate a mix of storytelling, video and interactive activities to engage and inspire students to use social media to communicate, collaborate and connect for learning, employment and entrepreneurship. Connect with Be Social.

Be Smart. on Facebook, Twitter or LinkedIn, or visit www.besocialbesmart.com.au for more information.

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coverstory

Mad Hatter Style MegaShare

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coverstory | By Brett Salakas | Who would have guessed that a hybrid scenario of the Mad Hatter yelling at Alice to change seats and speed dating could create an educational format that suits contemporary adult learning so well?

How many teachers reading this have been caught in professional development that seems to be modelled on how children learn? Teachers are usually well behaved and so conditioned to the norms of school that poor practice for adult learning has become all too common.

Teachers are experts in pedagogy. The ‘ped’ in pedagogy comes from the Greek word for child. Teachers have been trained at university in how children learn and their experience is in the teaching of children.

Pedagogy is what they do!

Adult education, known as andragogy, is not what a K-12 teacher always does.

To ensure quality professional learning, contemporary quality adult learning practices are used. The AITSL Teacher Standards (through Standard 6) calls for teachers to engage in professional learning to enhance their professional practice. It goes without saying that quality professional learning needs to target the needs of the teacher as the learner. It was at the 2016 International Society for Technology in Education (ISTE) conference in Colorado that I saw one of the best examples of andragogy that I have ever seen and it all involved education technology tools.

Approximately 20,000 teachers from over 60 different countries attend the ISTE conference every year, making it the largest conference on Earth. The conference is spread over a few days, but with literally hundreds of workshops on offer, some major activities occur prior to the official opening of the conference. The sheer scale and scope of the conference makes it the ideal conference to attend for those who are searching for something different on the education technology landscape.

One of the events held before the official opening of the ISTE conference caught my imagination and has resonated with me ever since. It was called the Mobile MegaShare; a unique concept, yet with a very simple structure. It was a wonderful learning opportunity. The event occurs annually at the ISTE conference and is put together by the ISTE Mobile Learning Network.

The Mobile MegaShare focused on mobile technology. This included devices and apps, along with tools, inventions and portable technology such as drones and robots. It was the structure of the learning, however, that made it so appealing to all those who participated. The best way to describe it is educational speed dating.

The ISTE Mobile Learning Network team set up 26 stations on circular tables in a large open conference room. Each table had an expert who had some technology to talk about, explain and allow participants to play and experiment with. Each table had eight seats. Upon entering the conference room, attendees were faced with a large wall that had 26 A4 pages posted on it. On each page was the name of a workshop, the name of the

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presenter and a brief description of what technology they would be learning about in the mini workshop at the table. Once attendees found a table for a workshop that interested them, they made their way there to participate in a small group workshop. Every 30 minutes or so, an announcement would be made that it was time to switch places. Participants then moved to their next workshop of interest, bypassing those that did not suit their learning needs. Teachers so often talk about self-directed learning when it comes to their students; this was the best large-scale event that authentically gave adults a real choice in directing their own learning. The format is a real winner.

Personally, I saw some amazing tools being used, some of which I have already incorporated into my teaching. Here is my top five: 5. Flybrix A startup company that combines two of my favourite things with some great Science, Technology, Engineering and Mathematics (STEM) based learning for students. The Flybrix company joins LEGO and drones together for the first time.

Students can use LEGO to design and build their own drone. They then insert the appropriate electronics and Arduino chips to either directly program, fly their drone by app or by remote control.

4. ZooKazam As a fan of augmented reality (AR), it was easy to fall in love with this beautiful app. Teachers and students can use any surface to create their own AR marker.

Then they can have a plethora of animals come to life in the classroom. Imagine watching a giraffe towering over a computer keyboard or a T-Rex running on top of a student’s desk. The image comes with facts, so it would be incredibly easy to adapt this tool to an informative writing task.

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2. Circuit Scribe The Circuit Scribe concept is a new take on how to teach electric circuits and I have successfully used it in my own classroom. The students loved it. Basically, it involves using a small battery, little LED clips and metallic gel pens. Simply place the battery on the end of some paper, position LED lights at the other end of the paper and students draw the wires.

Enough electricity flows from the battery to the LEDs to light them up. There is no need to ever worry about wires and globes again. Plus, because it is such a hands-on activity, it was very easy to just grab another piece of paper and draw a â&#x20AC;&#x2DC;workingâ&#x20AC;&#x2122; explanation of switches and resistors, and so on.

1. Contacts/Networking All teachers know that teaching can be a lonely job. They spend most of their working day with children. Professional

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It goes without saying that quality professional learning needs to target the needs of the teacher as learner.

coverstory 3. Elements 4D Another AR choice with physical cubes, this one is likely for older students as it is a chemistry AR set. On each face of the cubes is an image of an element. Students can use the app to scan the cube and they will literally see what the element would look like in real life and they can access information about the element.

What is really cool though is if students place two blocks together and scan them with the app, they see the augmented reality of the chemical reaction by seeing the new compound that is made from combining those two elements. Safe, fun, hands-on science!

development at school leaves them too often swimming in the same pool of thoughts and ideas. Conferences provide new ways of thinking, but they have limited interaction with the presenters and those around them. This MegaShare model changes all that. Teachers get to connect directly with the presenter and make many new connections with other professionals as they work their way through the selfselected learning activities.

The Good News #aussieED has committed itself to running a MegaShare event in Australia in 2017. If you would like to know more about the upcoming event, keep an eye on our site aussieED.com or connect with anyone of the team members on Twitter using the #aussieED hashtag. We would also love to connect with anyone who would like to be involved or even host a MegaShare.

Happy learning.

ETS

Brett Salakas is the founder of #aussieED. He is a primary teacher, a Google Certified teacher and a speaker. Brett is committed to turning educational theory into classroom practice. Follow Brett on Twitter @MRsalakas

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Q SP UO EC TE I A “E D LD U IS TE CO CH UN SO T W LU IT TIO H N YO S” UR AN OR D G DE E T R

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Collaborating For Success – Teaching And Learning In The 21st Century | By Scott McDonald and Jill Margerison | As digital technology continues to evolve, longstanding opinions on best teaching and learning practices have been challenged. Traditional classroom spaces with blackboards and textbooks have not only been replaced in many cases by whiteboards, learning management systems and laptops, but they have also been usurped in some schools by multiple mobile devices, a range of interactive websites with share functions and cloud storage technology. The benefits of these advancements in technology point to greater individualisation of learning. It also means that students and teachers can maximise creativity and critical thinking through greater means of generating feedback via delivery to a wider audience than that of just the teacher. Modern day collaborative technology offers exciting new challenges and incentives for learning and teaching.

In 2016, with the buzzword of collaborative learning at the forefront of our minds, we used a collaborative platform to provide a class of year nine boys with an authentic writing environment. The students at The Southport School (TSS) established a classroom in the cloud using Google Communities. The purpose was, however, not a new one.

It was an age-old problem – that of how to further improve teenage boys’ literacy and love of literature. We decided that one targeted strategy towards achieving this aim was to team up with a partner school and allow boys to discuss their reading with teen counterparts online. We envisaged the project as a cross between an international book club and a pen-pal arrangement, allowing for a cross-cultural exchange of ideas on a variety of social and literary issues, while allowing the students to get to know each other.

Our class was teamed up with a counterpart class from Pahang, Malaysia. To best facilitate this innovative teaching strategy, teachers firstly met through brief exchange programs in each other’s countries to discuss resources and how to facilitate an online teaching and learning environment. Cofunded by The Asia Education Foundation and the Ministry of Education in Malaysia, both Australian and Malaysian teachers

discussed wanting to embrace a participatory approach that supported social discussion, validation and application in real-world contexts. This is the kind of social constructivist approach as suggested by Anderson and Dron (2014). We wanted to make studying literature – poetry and prose – an active process resulting in knowledge and skill development through social interaction online.

Teachers agreed to develop online cluster groups, using the European e-twinning model of collaboration and a combination of applications (which was called app-smashing).

To effectively structure these collaborative interactions, the class of Australian year nine boys was divided into three different online groupings, or student hubs, and students were paired with a Malaysian counterpart in one year 11 English language class.

Partnership programs such as this are often fraught with difficulties due to curriculum constraints and timetabling. Yet the technology of asynchronous posting enabled students and teachers in both countries to post irrespective of these challenges. Importantly, from the Australian perspective, discussing the netiquette behind how to write in an academic online community was firstly addressed with the students.

This involved a brainstorming session around recognising and respecting diversity, avoiding misinterpretation of comments through being precise and careful re-reading of content. It also led to discussion around the importance of participation online – unlike a physical classroom, in a virtual environment, classmates only have written words to effectively communicate. This prompted the year nine boys to reevaluate the way that they were writing and reflect upon the significance of peer review. Thus a more authentic audience called for a more precise choice of vocabulary and carefully edited series of responses.

In Malaysia, the teachers explained that their key focus was to work to further embed creativity in the curriculum. They wanted to encourage their students to reach out to Australian students via this bridge program to highlight cultural values and EDUCATION TECHNOLOGY SOLUTIONS 033

feature enhance language acquisition through innovative practice. They wanted their students primarily to be practising English as this was their second language.

Whilst technology was an integral part of this project, it was mutually agreed that the integration of digital technology and pedagogy must maximise learning rather than be used as a gimmick or add-on. Professor Michael Fullan, formerly of the University of Toronto, explained that the technology “must be irresistibly engaging; elegantly efficient (challenging but easy to use); technologically ubiquitous; and steeped in real-life problem solving”.

Thus, this bridge project was not guided by the technology, but instead by a rigorous four-step process involving the development of trust through online introductions, analytical discussion of poems, excerpts from a Malaysian novella, the creation of texts and personal reflections. Surveys of the students were conducted prior to and following the project to gauge interest, understanding and learning outcomes.

The objective was to encourage students to share critical responses that they had voiced during class time, in an online written form. The aim was to develop the students’ self-confidence via a collaborative writing process and an authentic audience provided feedback for their writing, often instantaneously.

As a result of this collaborative project, teachers noted that there was increased curiosity not only from the students but from colleagues across both senior and junior campuses as well. In fact, the implementation of a Google Community classroom led to the development of another project closer to home. This project involved the linking of the preparatory school and the senior campus of TSS in a collaborative writing-buddy program. Over the next term, a class of grade five boys began posting about their unit of work and corresponding with the same year nine class that had established sister-school relations with the school in Malaysia. It

was wonderful to replicate the process within our own school body to further engage and empower boys to write and communicate effectively.

Inspired by this ability to reproduce the model, teaching colleagues in other schools questioned whether this model of collaborative writing using an interactive platform could enable metropolitan schools to connect with rural Australian schools or schools with similarities in sporting or cultural fields to develop like-minded communities to connect and share. The project not

Modern day collaborative technology offers exciting new challenges and incentives for learning and teaching. only met our initial literacy goals, but also contributed to the development of students as global and local citizens.

This project, which began as a targeted approach to improve teenage boys’ literacy using a virtual learning environment, therefore also reflected the tenets of a holistic education – connecting with teens as global citizens, who enjoyed understanding more about culture, language, food and traditions through online conversations.

The education of students is not just about the content in the classroom.

It is about the craft of delivery, the awareness of relationships with those in educational communities and the vision that educators weave for the future. Developing collaborative skills will hold students in good stead for their future study. Indeed, the ways in which teachers connect with students, manage the balance of 21st century

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technologies and collaborate as team members in complex educational organisations seem to be common themes in education worldwide, which echo across the Asia-Pacific region. ETS

For a full list of references, email: info@interactivemediasolutions.com.au Jill Margerison holds a PhD in Political Science and International Relations and has worked in Tokyo as an editor, writer and teacher. She writes on her teacher blog, maintains a teaching YouTube channel and publishes articles on growth mindset, collaborative communities, teenage literacy engagement and constructivist teaching practice. In 2014, she was selected to lead an International Boys School Coalition Action Research project on Maker Culture; an approach inspired by educationalist Seymour Papert. In 2015, Jill was further awarded a fellowship through The Asia Education Foundation to implement an e-twinning project with a Malaysian school in Pahang. In 2016, Jill was asked by the Department of Education to represent Australia as an educational leader on the South-East Asian Education Summit held at Nanyang University in Singapore.

Scott McDonald is a passionate literacy educator and senior trainer of teachers for the Queensland Core Skills examination board. He is the Head of English and Associate Dean of Writing Across the Curriculum at The Southport School on the Gold Coast in Queensland. He is also a member of the Queensland Curriculum and Assessment Authority’s Learning Area Reference Group (LARG) for English to provide advice to the Senior Review Steering Committee on internal and external assessment and syllabuses and provide advice on consistency of design and approach across the suite of draft senior syllabuses. In 2016, Scott was awarded the Australian College of Educators, Sam Power Biennial Award for Excellence in Literacy Education.

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How I Learned To Stop Worrying And Love Educational Technology

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officespace | By Con Athanasiou |

By now, teachers would have realised that educational technology is evolving rapidly; however, they might still be unclear about which technology is best to use and how the technology can help them and their students to succeed. Teachers might even be asking themselves if it is even worth investing the time in learning how to use a particular technology. In a recent study, Beetham et al (2013) found that the strongest positive impact on the student experience of using digital technologies for study was the capabilities and know-how of teaching staff. Fortunately for teachers, companies like Apple, Google, Microsoft and Adobe have designed programs for educators who want to use technology for learning.

There are so many programs to choose from and most are free. Some require the completion of online modules and for teachers to pass a series of tests, while others are by selection only. All programs are designed to support teachers by providing learning and networking opportunities, free learning resources and recognition as a leader in the use of technology for learning.

Whatever the program teachers choose to join (or be selected into), it is best to go with the technology they and their students are already using. If teachers are already using Google tools in the classroom, start with Google; if students have access to iPads and apps, check out Appleâ&#x20AC;&#x2122;s programs and resources. If a teacher is happy using PowerPoint and Office tools, why not go with Microsoft, or if pushing the boundaries of design and creativity is his or her thing, check out what Adobe offers.

This article provides details on these programs to help teachers to take the next step in their educational journey.

Microsoft Educator Community Microsoft has an extensive range of programs, resources and opportunities for all levels. Start the journey by joining the community. There are free resources, lesson plans, webinars,

courses and badges. Some courses focus on how to use tools like OneNote, Sway and Office Mix, while others are more pedagogybased and designed to teach teachers how to integrate technology into their instruction.

Teachers complete modules and earn badges to become a Microsoft Innovative Educator (MIE). The programs are designed to help both educators who are just beginning with technology as well as educators who are leaders in innovative education. MIEs use Microsoft tools in the classroom and have learned the fundamentals of some of these tools. This is a free program open all year round and the first step on a journey of joining a professional learning network of enthusiastic educators who come together to learn, share and grow.

As teachers become skilled at integrating technology into the classroom, they should consider self-nomination to join the MIE Expert program. This is an exclusive program created to recognise global educator visionaries using technology to pave the way for their peers for better learning and student outcomes.

MIE Experts work closely with Microsoft to lead innovation in education to advocate and share their thoughts about the effective use of technology in education with peers and policymakers, provide insight for Microsoft on new products and tools for education and exchange best practices as they work together to promote innovation in teaching and learning. The next round of applications opens in April 2017. For more information and to join, see https://education.microsoft.com/

will learn how to integrate Google into their classroom. At the end of the courses, they will be ready to take the exams (for a small fee) to become a Google Certified Educator.

Teachers who know how to use Google tools in the classroom receive Level 1 certification to prove their proficiency. Teachers who are super users and enthusiasts of Google tools in the classroom receive Level 2 certification to prove their expertise.

Once a teacher has reached Level 2, they can apply to become a Certified Trainer to support other educators as they redefine learning with technology. Google for Education Certified Trainers are passionate and driven education professionals with a desire to help others transform classrooms with technology. Applicants are required to submit a video to showcase their personality and instructional style, as well as conduct and report at least 12 training/coaching sessions per year. There are several intakes a year to this program and applications are now open until the 31st of December.

Teachers who consider themselves an expert, innovator and ambassador for change should consider applying for the Google for Education Certified Innovator program. Candidates are selected based on their professional experience, their passion for teaching and learning, their innovative use of technology in school settings and their potential impact on other educators. The next round of applications opens in 2017.

For more information and to join, see https:// edutrainingcenter.withgoogle.com/

Google for Education Whether teachers want to become certified, an expert on a specific Google tool or are just looking for inspiration from other educators, the Google for Education Training Center offers resources and training to get them there. Google has two training programs that lead to certification. By reading, watching videos and doing activities, they

Adobe Education Exchange Adobe has several programs designed for educators who are passionate about using Adobe products. Start by joining the Adobe Education Exchange. This will give users access to free courses, workshops and teaching materials, as well as the opportunity to connect with the creative education community. If teachers are looking for certification, they can find everything from

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specific applications to trainer and leadership recognition.

An Adobe Education Trainer is an individual that a) provides training on Adobe tools and solutions to individuals and institutions in the education space and b) maintains high standards for reach and quality by meeting or exceeding the requirements of the program.

To earn this credential, individuals must take and pass an online course focused on Adobe product training, education space expertise and adult learning theory. They must also keep current by regularly interacting with the Adobe Education Trainer community on the Adobe Education Exchange and deliver at least one in-person or online training on Adobe software per year to an education audience or train at least 50 faculty staff or students.

The Adobe Education Leaders (AEL) program highlights the contributions of innovative educators who are effectively using Adobe tools and applications to promote excellence in the classroom. AELs are dedicated to enhancing creativity and collaboration and improving the teaching and learning experience. They share their expertise through workshops and conferences and help develop standardsbased curriculums that are used worldwide.

Adobe Education Leaders are nominated by Adobe staff and fellow AELs. The program is not currently accepting applications.

Teachers who are in a leadership role may be interested in the Adobe Campus Leaders (ACL) program. ACLs are a global community of educators who foster teaching the creative process on their campus with Adobe solutions. For more information and to join, see https://edex.adobe.com and https://edex.adobe.com/programs Apple Education Apple has many opportunities for educators to enhance their creativity and productivity by unlocking the power of iPad, Mac and built-in apps. There are hundreds of lesson ideas and thousands of free iBooks and

iTunesU courses developed by teachers in all areas of the curriculum and available on all devices through iTunes.

Apple also has several programs for educators. The Apple Teacher program has been designed to help teachers build skills and stay inspired. They will get news and fresh ideas, featuring real stories, product tips and great educational apps.

By signing up, teachers get access to the Apple Teacher Learning Center where they can develop their skills, collect badges and earn recognition as an Apple Teacher. They will also receive news and updates with teacher stories, tips and teaching ideas. After completing online quizzes, teachers receive an official Apple Teacher logo that they can share with the world. It has just launched in the USA and is coming to Australia in 2017.

The Apple Distinguished Educator (ADE) program is a relationship program focused on educational excellence and leadership.

ADEs are selected for doing innovative things with Apple technology in and out of the classroom. They are recognised for exploring new ideas, seeking new paths and embracing new opportunities. They work with Apple to develop new uses for technology in the classroom and they share their insights with educators and policymakers around the world. The selection process is highly competitive, with the next round of applications open in early 2017. For more information and to apply, see http://www. apple.com/education/ teachers/ and https:// ade.apple.com

increase student engagement by using educational technology. For the technology to reach its greatest potential, however, it needs to be integrated into a larger system or learning design that includes learning spaces, instructional delivery, ongoing assessment and feedback, appropriate interventions and support, and timely evaluation. So, whatever educational technology teachers have, there is a program for them, any of which can help teachers quickly and successfully integrate technology into their teaching practice and improve student learning. ETS For a full list of references, email: info@interactivemediasolutions.com.au Con Athanasiou is an award-winning learning designer at Western Sydney University. He is an Apple Distinguished Educator, a Microsoft Innovative Educator Trainer, a member of the Adobe Education Exchange and uses many Google tools when designing learning experiences. Con can be contacted via email: c.athanasiou@westernsydney.edu.au

There is still much that needs to be done to identify the most effective uses of technology for learning, but every one of these programs can help teachers to improve their practice and

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The Best Features Of Australian Education

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Nextstep | By Shelley Kinash | A solid education is the equivalent of a super power. In his 6th October 2016 blog (gatesnotes.com), Bill Gates wrote that one of four objectives political leaders should prioritise is, “Give every student and teacher new tools so all students get a world-class education.” Learning opens humans’ eyes to possibilities and options. Credentials can change people’s entire quality of life, giving them earning potential and changing where they live and with whom they associate. Educational achievements can inspire personal confidence and positive self-concept. Schools can provide a safe haven for those struggling in their other environments. Teachers can be the most powerful role models, inspiring their students to change and strive for more.

It is easy to be critical about education when one is teaching or learning in a system that is achieving numerous quality outcomes. It is natural and commendable to strive for continuous improvement and focus on what HAS NOT, rather than what HAS been achieved.

This article, therefore, focuses on the BEST features of Australian education.

The intent of this article is not to claim that Australia has reached a panacea of education or that all of the country’s schools and universities maintain the same high-quality standards. This article lists and describes 15 commendable features of education that can be found in Australian schools and universities and that should be celebrated and shared.

It is written to answer the question – if an educator was to look for inspiration from Australian education, what features should they be encouraged to emulate? These features apply to all levels of education, from primary and secondary to post-secondary, including postgraduate studies. Readers will notice that many of these features are technology enhanced and that

is indeed the overall advantage or, in other words, super-strength of Australian education – students, teachers, schools and institutions have access to useful technologies and have made wise choices regarding how and when to apply these technologies for learning.

Australian education is student focused.

Australian education develops students’ minds and bodies.

Australian students are taught to think and how to learn.

Australian teachers promote active learning.

Australian teachers build strong and caring relationships with their students.

Australian education is personalised and equitable.

Australian education provides pastoral care to those in need.

Australian education is varied, giving students access to numerous disciplines.

Australian students have access to portals and learning management systems.

Australian students do most of their study on their own computers.

Australian students have access to useful software and applications.

Australian assessment is well designed and promotes quality feedback.

Australian students are given rubrics to guide their work.

Australian education focuses on graduate outcomes.

Australian graduates have skills for careers and further study.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1. Student Focused Teaching does not matter if students do not learn. Metaphorically, imagine if a star teacher from another planet came to teach in his alien language.

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It does not matter how accomplished that teacher is if the students that are being taught cannot understand.

Learning will not happen. Conversely, Australian teachers seek to understand whether their students are learning and if they are not, these teachers change their methods. In Australia, teaching is defined as all of the actions that the teacher undertakes that help students learn. Therefore, teaching means lecturing and presenting content to the students. Teaching also means giving feedback on assessment, tutoring students who need extra help and meeting with families to understand the students’ context and what might be inhibiting learning.

Being student focused also means that Australian teachers focus on the whole student experience. They are interested not only in interactions with students inside the classroom, but also students’ friendships and peer support. Australian educators seek to help students to become well rounded, balancing study, sport, music, leadership pursuits and other extracurricular activities.

2. Minds and Bodies Australia’s climate is conducive to spending time outdoors. Many parts of Australia have little variation between seasons, with lots of days of sunshine throughout the year. Teachers are known to take their students outside, which increases opportunities for incidental learning. In addition, the Australian culture embraces competition, rivalry and adventuresome, outdoor pursuits.

As a result, schools and universities tend to have a strong emphasis on sport, supporting all levels of participation from club level to elite. There is also a reasonably high tolerance for physical risk and a less litigious environment compared to some other countries.

Because schools have less worry

own by expressing their own supported perspectives. Teachers want to get to know their students and want students to visit them during their office hours.

Students do not embarrass themselves by asking questions. Teachers are much less happy when students pretend that they understand and do not ask for help.

If an educator was to look for inspiration from Australian education, what features should they be encouraged to emulate? about being sued, they are able to offer more rugged physical activity, including adventure camps and more challenging playground equipment.

Research has shown that physical activity and overall fitness stimulates mental performance.

Australian students thrive in an environment where they are encouraged to develop both their minds and bodies. Fitness breaks rest their minds and can boost their academic performance.

3. How to Think and Learn In 1910, John Dewey, an educational theorist and thought leader, wrote a paraphrased version of the proposition, –“It is not the purpose of education to teach every piece of information, but to train habits of mind and teach students how to differentiate between tested and untested beliefs.” This is even more relevant in the modern age with the Internet. Students can now Google anything and receive countless Wikipedia and YouTube facts, descriptions, demonstrations and explanations. The teacher does not need to be the keeper (or conveyor) of information or the sage-on-the-stage.

The teacher’s role is the guide-on-theside. Australian teachers tend not to dole out long lists of facts and figures, asking students to memorise and repeat. Instead, Australian teachers use approaches such as case studies and problem-based learning to teach students how to apply and assimilate

knowledge. Learning how to think and how to learn, through their teachers’ guidance, allows students to achieve increasing independence for higher level studies and how to think on their feet in their eventual careers.

4. Active Learning Australian students do a lot more in their classrooms than listening and taking notes. When teachers lesson plan, they write down not only what they will do in the teaching exchange, but also what their students will do. Australian students build, create, test, construct, dissect, sort, organise, experiment, debate, discuss, diagram and illustrate. They actively engage with their learning so that the school-based experience has the variety and change of real life.

5. Caring Relationships between Teachers and Students Whereas some cultures have a strong and established power imbalance between teachers and students, this is not the case in Australian education. In fact, it can be rather unnerving for international students who have moved from other countries and cultures. Australian students are expected to question, form, state, support and defend their own opinions. The teacher does not want a silent classroom. Assignments and tests receive low marks when students repeat the teacher-delivered facts and perceptions without making it their

6. Personalised and Equitable There are some groups of students who tend to have more problems and challenges than others. In Australia, examples of students who may require extra support are those with disabling conditions, those from regional and remote areas, particularly if their parents did not attend university, those who were raised in low socio-economic conditions, and females who are in traditionally male disciplines such as engineering. These students are not excluded from school or university. They are invited, encouraged and welcomed.

Extra supports are put into place to ensure they feel like they belong and that their needs are met. Data analytics are applied to provide early alerts to contact students at risk of failing, dropping out or becoming stressed out.

For example, if students do not access the online learning materials that other students in their class are regularly using and do not interact online with others in the education spaces, then someone contacts them to find out why and what can be done to help.

The remaining features will be outlined in part two of this article in the next issue of Education Technology Solutions. ETS

Dr Shelley Kinash is the Director of Learning and Teaching at Bond University. She can be contacted via email at skinash@bond.edu.au

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Are Schools Like Dinosaurs? | By Steve Francis | Whilst this question is challenging and confronting, it is vital that educators consider the issue of the relevance of schooling today and whether it is meeting the needs of students.

According to iconic author Seth Godin, “Compulsory schooling was designed for the industrial age. Large-scale education was not developed to motivate kids or to create scholars. It was invented to churn out adults who worked well within the system. Scale was more important than quality, just as it was for most industrialists.”

Schools have been around in their current format for well over 100 years. According to Godin, our grandfathers and greatgrandfathers built schools to train people to have a lifetime of productive labour as part of the industrialised economy. And it worked. There have been several generations of productive, fully employed workers. But are schools serving the purposes of today’s students?

Whilst many school leaders, and perhaps even more school staff, will complain of change fatigue, many other industries have experienced transformations far more radical than have been witnessed in education. Schools today, with a few additional technological tweaks, broadly resemble the classrooms of a century ago – one expert adult out the front of a group endeavouring to transfer skills and knowledge to an homogenous group of waiting recipients. The size of the group, their readiness and eagerness may have fluctuated, but the basic structure remains.

Radical transformations have occurred in industries including banking, retail, publishing, accommodation and transportation. Think eBay, Amazon, Airbnb, Uber and the ATM – when was the last time readers queued to talk to a teller at the branch of their bank?

Given the changes in those other industries and developments in technology, why have schools not changed more? There are a number of reasons.

Education is important. What educators do in schools has a long-term impact on broader society. Put simply, educators cannot afford to experiment with young lives and they are therefore risk averse. The current schooling system is good.

Despite headlines in the popular press, most schools are achieving good results and making a positive contribution to their communities. However, good is the enemy of great.

Achieving good results leads to complacency and undermines the need for radical change.

Change fatigue is also a contributing factor. Schools constantly feel like they are changing and this presents as stress and anxiety. As a result, school leaders tread carefully and conservatively in planning change processes and opt for incremental change rather than transformational change.

A further factor contributing to a conservative approach is that everyone is an expert, because everyone has been to school. Parents and the broader community judge schools and their effectiveness based on their recollections of their own school experience. This myopic approach contributes to schools preparing students for their parents’ pasts, rather than their own futures. Significant change often takes a giant leap that cannot be achieved through incremental steps.

The final factor is that one of the purposes of schooling, in its current structure, is to mind children during the day whilst their parents are working.

In considering whether schools are in fact like dinosaurs, at risk of becoming extinct, I reflect back on my experience as principal of Kowloon Junior School in Hong Kong. I was fortunate to lead a collaborative process of designing a new campus to be built for the school’s 900 primary students.

Each year level had five classes of 30 students. We had made the transition from teaching the UK National Curriculum to implement the International Baccalaureate’s (IB) Primary Years Program (PYP).

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Let’sTalkPedagogy

The process included the development of an extensive wish list of facilities to maximise the educational outcomes for 21st century learners.

The dream list included drama and dance studios, music practice rooms, small-group breakout spaces, rooftop playgrounds covered in artificial grass, a vast array of technology, and amazing performance and environmental spaces. Each floor on the multi-level structure was designed to accommodate the cohort from one year level. Spaces were planned for launching the units of enquiry, frontloading information to the students and facilitating breakout groups as they embarked on their enquiry. The possibilities were endless and exciting!

Attending the opening ceremony for the new campus, I was amazed to see the wish list had been turned into reality.

Previous experience with architects and blank sheet wish lists had led me to consider our plans to be aspirational and that the reality of budgets would result in many items being deleted. The finished facility is world class, with all of the items on our wish list delivered, way beyond our expectations. Yet I would argue that the building is a dinosaur.

Whilst the building, resources, facilities and furniture are simply amazing, the basic structure is set up along traditional lines – five experts with other supporting adults facilitating the learning of a cohort of 150 homogenous students.

The facility is great, but it is a high-

end, high-tech version of the model designed for the industrial age. As John Dewey notes, “If we teach today’s students as we taught yesterday’s, we roll them off tomorrow.” Technology presents amazing potential, but must be more than a high-tech chalk and talk; students need to be active learners with technology.

Just providing students with access to technology in the classroom is not enough. Schools must ensure that students are skilled in using technology in active ways. It is vital that all students understand how to use technology as a tool to engage in creative, productive, lifelong learning, rather than simply consuming passive content. In other words, students should be making things and connecting with others and exploring the world, rather than staring at screens.

John Holt highlights the point as follows, “We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, but by making the world accessible to them, paying serious attention to what they do and their questions, and helping them explore the things they are most interested in.”

Educators must finally put to bed the traditional concept that the teacher is holding the metaphorical jug filled with skills and knowledge ready to fill the empty vessels held by the students.

They must move away from the traditional teacher-centred classrooms and utilise technology to change the role of teachers in the classroom. It is necessary to move from teachers being mere providers, to finally becoming the facilitators in the process of learning that educators have long espoused.

The learning must become irresistibly

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engaging to capture the interests of students in the digital age.

Malcolm Gladwell, in his awardwinning book, The Tipping Point describes the tipping point as the name given to that one dramatic event moment in an epidemic when everything can change all at once.

For many reasons, the tipping point in education is fast approaching: • technology provides abundant, free and easy access to information • multimedia-drenched students have shortened attention spans and are more difficult to engage • families are time poor and many are under financial pressure • schools are preparing students for roles that have not been invented yet • proliferation of online learning provides access to free education • many schools are exploring flipped classrooms • many homes and classrooms have abundant access to technology • many educators are acutely aware of the need to change and are frustrated.

What the tipping point will be remains uncertain; however, it is certain that schools as they are known today ARE dinosaurs and are at risk of becoming extinct.

School leaders need to be brave and take some leaps or they run the risk of becoming obsolete, if not extinct. ETS For a full list of references, email: info@interactivemediasolutions.com.au Steve Francis has been principal of a number of schools, from a one-teacher school through to a large metropolitan school in Brisbane and an international school in Hong Kong. He is the author of four books and has completed a Masters in School Leadership. His research on teacher stress led him to develop the Happy School program. Over 650 schools subscribe to receive Steve’s weekly Happy School articles and use them to boost staff morale and reduce teacher stress. He also developed the Survey My School and Survey My Class instruments to help school leaders drive school improvement.

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professionaldevelopment

Using Green Screens In The Classroom 048 EDUCATION TECHNOLOGY SOLUTIONS

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professionaldevelopment

| By Grant Jones | In an increasingly fast-paced education system, we can’t simply have new technologies as add-ons, we must think of innovative and creative ways to integrate technology into our future focused curriculum. There are few things more annoying to a teacher than having yet another program thrown across the table and being told ‘this needs to be implemented into your program.’ We, as teachers, need to work smarter, not harder, when integrating technology into our learning and teaching programs. One of the most ingenious ways to achieve this is film making using green screen technology.

Green screening technology used to be unattainable to the masses but now, with up-to-date technologies, you can create magic with the click of a button!

Green screen technology aligns with the ICT Capabilities in the strands of ‘Creating with ICT element of the Australian curriculmn and Communicating with ICT element.

It also aligns with Digital Technologies Processes and Production Skills elements outlined in the Australian Curriculum. We, as teachers, have a unique opportunity in the wake of new syllabus documents which have come out in the past few years.

Technology plays a big part in these new documents. Therefore, teachers should be using this opportunity to create new dynamic units of work with the integration of creative and innovative technologies such as green screening.

Through the magic of this technology, you can superimpose your students onto virtual backgrounds, place them over animated digital backdrops or transport them to a desert oasis. The secret to pulling your student out of the real world and placing him or her into a digital domain is Chroma key, and that means going green. The reason for using green as a background colour (hence the term green screen) is because this colour does not appear naturally in the pigment of the human skin. Some people choose to use

blue as a background colour (blue screen) however, green is used more often today because of the sensitivity and processing of the color channels in the digital cameras most people shoot with. I say sensitivity and processing (sampling), because these are two distinctly different factors. One affects the noise level, the other affects the actual resolution of that channel. And both are important to good keying results.

The green channel is the cleanest channel in most digital cameras today. The green channel has the highest luminance of all three (red, green and blue) digital channels, and thus the sensors deliver the least noise in that channel. The processing is three-fold: There is Bayer Pattern filtering (which occurs in single CMOS/CCD sensors, but not 3-CCD cameras), DSP (digital signal processing) and the processing in the actual recording format.

Bayer Pattern means that the sensor has a filter arrangement on its pixel array that actually records twice as many green pixels as red or blue. So the actual recording resolution of the green channel is double that of the other channels.

Digital Signal Processing, or usually referred to as the “matrix”, can (and should) in some cameras be turned off. In some cameras, it cannot be completely turned off, but at least the most detrimental feature for keying, image sharpening, can be turned off.

The recording format is another factor.

However, this begins to get extremely technical and is probably well beyond the scope of this article.

A simple classroom set up would consist of a green screen for students to stand in front of, lighting to light the green screen as well as the subject, a tripod with an iPad mount, boom mic, an iPad with a green screening app and iMovie, and most importantly, a creative mind!

Many green screening apps and websites talk about Chroma key. But what is it?

In simplest terms “Chroma” refers to

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colour and ‘key’ or ‘keying’ is a term used in the video editing world which means, “to remove.” Therefore, ‘keying out’ the green will leave you with a transparent background allowing you to place any background you want behind your student.

Green Screen technology is all about turning students into innovative and creative film makers. Any student can achieve success using green screen technology. Whether it be creating a digital recount of an excursion or a travel information documentary about a country being studied. Gone are the days of simply using a PowerPoint presentation to talk about landmarks around the world. Instead of a slideshow with sound and/or video, your student can produce a film where he or she is standing on the Great Wall of China. They could start their project on a plane for example, acting the role of a flight attendant talking about a place they want to take the viewer. Then, with green screen technology and the click of a button, the presenter is at the LANDMARK!

Through the magic of this technology, you can superimpose your students onto virtual backgrounds, place them over animated digital backdrops or transport them to a desert oasis.

With ever changing technological advances, there is no need to film and download your footage onto a computer and use programs to take out the green and then superimpose the background.

Everything can now be done on an iPad. Using apps such as Veescope and Green Screen Pro, you can now import desired backgrounds and videos you want in the background and, with use of the green screen, you can film your scene. Once your students have finished filming, they simply upload to iMovie and edit straight on the iPad that you used to film.

The iPad is your one stop movie making device.

Not only does green screen film making promote technology, it also allows students to use their modern learning skills. Once this technology is incorporated into units of work, students can work in groups to collaborate and create short films on desired themes.

According to Ian Jukes and Ted McCain, the 9 I’s of modern learning include intrapersonal skills, interpersonal skills, independent problem solving skills, interdependent collaboration skills, information investigation, information presentation, imagination creativity skills, innovation creativity skills and internet citizenship skills. Students would cover a majority of these skills when using this type of film making. From collaborating with each other, to creating the script, to using the internet to

With ever changing technological advances, there is no need to film and download your footage onto a computer and use programs to take out the green and then superimpose the background. investigate and download backgrounds to go with their creative and imaginative film.

In conclusion, this technology which was once an awe-inspiring feat only attainable if you were working in the film industry on the backlots of Universal Studios is now readily available and easy and engaging for your classroom. Whether you teach preschool aged students or Year 12 students, green screen technology definitely has a place embedded into your learning and teaching program. If you already have iPads in your school, then you are well on your way to integrating green screen technology.

A wise man once said to me, “I can’t wait for the day when we say to our students that we are going to the tech hub to do an English lesson with the help of green screen technology rather than saying we are going to the tech hub to learn technology.

Integration and embedding technology is the key.” ETS Grant Jones is a Technology Teacher and PBL Leader St Marys Public School in Brisbane.

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Getting More STEAM From 3D Printing | By Nigel Brockbank | 3D printing, or additive manufacturing as it is correctly termed, has been front and centre of the Science, Technology, Engineering, Arts and Mathemathics (STEAM) push in schools. It is a flexible fabrication device that allows for the fabrication of many of the ideas that educators have carried and envision ‘making someday’. Is it living up to the hype and expectations of teachers and students? The answer appears to vary depending on what the person’s experience has been with it.

I am a champion of 3D print technology. A true believer. I am a trained designer. I have ready access to the technology and work in the industry. I often task myself, like an artist, to stand back from the easel and try to look at the picture as a whole. I also listen. I listen to customers, both from commercial and educational backgrounds. I want to hear their experiences, both positive and negative. How are they struggling with the technology? Where are they finding value in this tool of the modern age? What does this technology mean to them and what is the value proposition?

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feature Having listened to so many stories, I find the experiences varied. Many of my commercial customers sing the praises of the technology.

One said it was “the best purchase he’d made in his life”. It is having a real impact on the way many businesses and the teams within them go about the way they do their work and is continuing to transform those businesses. Advances in materials and coming print technologies are expected to have a significant impact on traditional supply and production chains. But what about the education space?

STEAM are goals that are being pushed as core focuses in the education space. It is a well-used term, but there seems to be few who really understand it or are able to deliver or integrate it well into current curriculum.

Many are struggling to fund and plan the spaces, the context for delivery or even an appropriate set of tools that will support the activity. Many rush for a 3D printer because it is a ‘must have’. But why is this technology so important to have and why the push?

3D printing is a flexible manufacturing tool.

This means that it can effectively facilitate cross-disciplinary activities. Staff and students are still only beginning to understand the technology and the tools for content generation to truly make the most of the tool. This know-how is gradually becoming more commonplace. Students and staff are not just downloading and printing files, they are now starting to design and resolve real-world issues. At Ruyton Girls’ School, a staff member has designed and printed mounts for fitting other technologies into the school. This alone has saved the school hundreds of dollars. 3D printing is also being implemented at Clayton North Primary, with Grade 3 students exploring and expressing their cultural backgrounds in computer aided design (CAD) and 3D printing some amazing sculptural interpretations of this reflection. Students in the US and Australia are exploring rocketry, gas and rubber band propelled vehicles, weather stations, drone construction and much more.

As amazing as all this sounds, the technology is not an all-in-one tool. It takes time to print. Project components can often be bought more cheaply and sometimes they are better made. Where the

3D printing is not STEAM, but it does help to facilitate solutions to proposed investigations into those disciplines and should be encouraging that in a multidisciplinary manner. technology comes into its own is when parts cannot be sourced or it takes a long time for them to be delivered; when the student could have printed the part overnight instead of it taking three weeks for the supplier to deliver and the semester is over.

Most importantly, it empowers a student with the belief that they could build the solution to the problem they has identified. There is no barrier to trying. 3D printing is not STEAM, but it does help to facilitate solutions to proposed investigations into those disciplines and should be encouraging that in a multidisciplinary manner. Everyone knows the success of people like Heston Blumenthal bringing science and art to the world of food. Imagine where design thinking and technology tools like 3D printing will push the field of food experiences in the future.

Many educators are time poor. It is rare to find a teacher that has spare time on their hands. This is a common issue with technology in schools. Educators are struggling to find the time to invest into understanding and effectively implementing the slew of technologies that are being thrust into the education space. Programming, electronics, robotics, 3D scanning and 3D printing are all technologies that allow for broad adoption, integration and implementation across multiple disciplines. An advantage of a technology is that, once learnt, it should be deployable in multiple disciplines. A

054 EDUCATION TECHNOLOGY SOLUTIONS

technology with a linear learning path does not allow for further exploration, review and in-depth investigation, yet this is necessary for deeper learning to occur. 3D printing allows students and teachers to develop and fabricate solutions that are not inhibited.

For the cost of a few dollars, a housing can be built for electronics, connectors made to assist in the assembly of a kinetic ball run and the hull of a solar-powered boat made and launched. This is the essence of STEAM – a well-facilitated, multi-disciplinary approach to abstract and complex problems.

The technology is certainly maturing, becoming more accessible, easier to use and know-how is becoming more commonplace.

Many schools have adopted or dabbled with 3D print technology and even public libraries are beginning to transform into innovation hubs from repositories of information. No one truly knows the full effect this profound shift will have, but it will be a positive one. ETS

Nigel Brockbank is an industrial designer and has worked and taught at RMIT within the Department of Industrial Design and within the Advanced Manufacturing Precinct (AMP). He is now a 3D specialist and training manager at Thinglab. Nigel believes that 3D printing is a transformative technology and loves nothing more than encouraging his daughters to be involved with it.

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teachingtools 056 EDUCATION TECHNOLOGY SOLUTIONS

Scaling Flipped Learning Part 2:

Technology Strategy

| By Jon Bergmann | As flipped learning continues to grow, there is a greater need for flipped learning to scale beyond individual teachers flipping, to larger roll-outs with systemic planning and leadership. This article is the second in a series on flipped learning.

Individual teachers across the world who are flipping their classes are often working in isolation and small pockets. However, as the movement has grown, there is an increasing need to think systemically about how to scale flipped learning.

I believe three systems need to change for flipped learning to flourish on a large scale in a school or district: technological systems, pedagogical systems, and evaluation methodologies. In the last issue of ETS where I presented the first article in this series, I discussed how technological systems need to be integrated, workflows need to be simplified, and technology infrastructure needs to support flipped learning. The focus of this post will be to examine how pedagogical systems need to adapt for flipped learning to thrive on a large scale. Educational researchers have been studying learning for a very long time. In 2005, Patricia Cross wrote an article entitled: “What Do We Know About Students’ Learning and How Do We Know it?” She summarised with seven principles: 1 Good practice encourages student-teacher contact.

2 Good practice encourages cooperation among students.

3 Good practice encourages active learning.

4 Good practice gives prompt feedback.

5 Good practice emphasises time on task.

6 Good practice communicates high expectations.

7 Good practice respects diverse talents and ways of knowing.

Ms. Cross goes on to state, “Active learning is the grand metaprinciple.” This principle was recently confirmed during an interview with Dr. Baohui Zhang from Shaanxi Normal University for my radio show. In our conversation, I asked, “Why does flipped learning work?” Dr. Zhang replied simply, “It is because students are more active in their classrooms.” But, are the vast majority of classrooms active places of learning? Are students engaged, interested, collaborating and challenged? The sad fact is that too many classrooms are teacher-centered, focused on information transfer, and not active places of learning.

So how can schools and systems scale flipped learning from the perspective of pedagogy? Below are a few suggestions: • Mindset Change – For a large scale adoption of flipped learning to occur, teachers must believe that active learning is superior to passive learning. Mindset change is the most critical step. Without an underlying mindset change, flipped learning will have little impact.

• Collaboration and Teaming – The best flipped examples I have observed have been when groups of teachers plan and implement flipped learning together. Administrators should identify key teachers who have made the mental switch, and support them through the flipped learning transformation. Make flipped learning teams a part of the fabric of your school.

• Model Flipped Learning – If flipped learning is good for students, then it is an even better idea for professional development. When schools flip their PD, teachers will themselves be engaged in an active learning experience.

• Actually Do it – I have met many teachers who say they believe EDUCATION TECHNOLOGY SOLUTIONS 057

teachingtools in active learning, yet don’t practice it.

Maybe it is time for administrators to give reluctant teachers a gentle nudge, while providing the support they will need to change.

Ultimately, the goal of flipped learning is for teachers to create active places of learning. Let’s not just flip classes; let’s flip schools! Start having those deep conversations about pedagogical systems and practices.

Weigh in. What pedagogical structures need to change in order for flipped learning to be adopted at scale?

Teacher Evaluation As more and more schools adopt flipped learning on a larger scale, there is a need to think systemically about evaluation systems. During my 24 years as a classroom teacher I was evaluated many times by administrators. The vast majority of these evaluations consisted of the principal sitting in my class and watching me “teach.” He or she took notes, plugged the information into a rubric, and then later we sat down and discussed how things went.

Since most of my class was a teachercentered presentation, I strived for great presentations which engaged my students, inspired their curiosity and sparked rich questioning. Later, during our evaluation meeting, we would discuss the lesson, how I could have improved, my goals for the year and how I planned to make myself better.

In many ways, the focus of the conversation focused on delivery of information: how I could be clearer, how more students could understand the content and how to engage the unengaged.

But then I flipped my class, and direct content delivery happened outside of class.

The students accessed the flipped videos on their own time. The typical evaluation systems didn’t fit into the traditional rubrics.

During my second year of flipping my class, I was up for a review. My principal, Del Garrick, came in for his yearly evaluation.

He sat down to watch the class and didn’t get what he was expecting. Instead of

As more and more schools adopt flipped learning on a larger scale, there is a need to think systemically about evaluation systems. a teacher-centered presentation, kids were actively engaged in learning from the start, with what appeared to be little prompting from me. As I was interacting with kids, I turned to Del and asked him to take part in helping some students with an experiment, and for him to be part of the learning environment. When we met later, our conversation was not about how I could present content more explicitly, but rather, about how flipped learning leads to active students. Del told me that the rubric didn’t apply. Then he added, “I get it. Kids are active, engaged and learning. Keep up the good work.”

A few years ago I had a chance to chat with Greg Green, the principal of Clintondale High School; the first fully flipped school in the world. We discussed how he evaluated his teachers, and he told me that before they flipped, 80% of class time was teacher-centered and 20% was student-centered. After the school had flipped, the numbers flipped. Now only 20% of class time is teacher-centered and 80% is student-centered. He then built the 80-20 rule into his evaluation system and he expects that classes will have much less teacher talk time and much more student activity time.

As a school expands flipped learning, it is imperative that the evaluation systems get redrawn. Below are a few evaluative areas which should be addressed when you scale flipped learning: • Pre-Watch the Flipped Video – Since a flipped class hinges on students doing the pre-work, it will be best if the principal views the same video as the students before observing a class.

• Evaluate the Flipped Video – Since students consume content via a flipped

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video; there is a need for administrators to evaluate the videos teachers create.

Videos should not just disseminate information, but have built-in interactive elements which engage students.

• Evaluate Class Activities – Does the in-class activity match the purpose of the lesson? How engaging is the in-class activity? To what extent are students on task and learning?

• Evaluate Teacher-Student Interactions – What is the quality of interactions between the teacher and his or her students? To what extent does the teacher get to every student? Are the questions differentiated for students with varied abilities? Does the teacher guide instead of tell?

• Evaluate Student-Student Interactions – Students all over the world say they love flipped classrooms because of how much time they get to work together. What is the level of student-student interactions?

Are they probing, questioning and solving problems without teacher assistance?

Flipped classrooms transfer ownership of the class to students, so in an exceptional flipped class you will observe deep student conversations.

• Expect Noise – Flipped classrooms are not usually quiet. They are busy and active.

Don’t expect to find kids quietly sitting in desks.

Chime in. In what other areas do you think we need to change the teacher evaluation system as schools adopt flipped learning wholesale? ETS

Jon Bergmann is one of the pioneers of the Flipped Class Movement. Jon is leading the worldwide adoption of flipped learning by working with governments, schools, corporations and education non-profits. He is the author of seven books, including the bestselling book Flip Your Classroom, which has been translated into 10 languages.

He is the founder of the global FlipCon conferences, which are dynamic engaging events that inspire educators to transform their practice through flipped learning.

Shaping the future of Australiaâ&#x20AC;&#x2122;s schools

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getconnected 060 EDUCATION TECHNOLOGY SOLUTIONS

It Is 2017 â&#x20AC;&#x201C; Are We Serious About Modernising Education Yet?

EDUCATION TECHNOLOGY SOLUTIONS 061

getconnected | By Peter West | “Are we there yet?” These are not the words any parent wants to hear from the children in the back seat a few minutes into a holiday road trip. However, they are the words educators should be saying when they are one-sixth of the way through the 21st century. The discussion about 21st century skills and how to implement them in the classroom and infuse them into students should be over. However, there are still discussions and the sounds of confusion and inertia in some schools.

In the meantime, some students have been locked into the past. Educators need to do better. It is time to forget the jargon and confusing terms and see modern education more clearly. It is time to move from ad hoc changes, giving a project a try, taking on small projects in the hope they will take off, and relying on lone innovators to eventually inspire the rest of the staff.

A Technology-Enhanced World Forget all of the trendy new terms out there; put simply, technology-enhanced learning and teaching is what is needed. A technology-enhanced world already exists, and few would want to lose the benefits available. Today’s world and lifestyles are vastly different to the world people lived in and the lifestyles they had 20 or 30 years ago. There is technology-enhanced: • communication o smartphones and Wi-Fi compared to pagers and old-fashioned landlines o social media and email instead of paper letters delivered by ‘snail mail’ o digital photos and online photo sharing as compared to paper- based photos that were expensive to develop and print – and took days to be processed • entertainment o streaming media such as Netflix providing movies and TV series on demand rather than limited viewing and specific show schedules on free- to-air TV

o streaming music such as Spotify o Bluetooth and Wi-Fi speakers to play music wirelessly throughout the house • travel o cars with on-board computers, GPS navigation, ABS brakes, traction control, electronic stability control and more o modern planes that provide cheap, fast and (relatively) comfortable transport to anywhere on the planet • shopping o anywhere, anytime and cost-effective shopping via a range of online providers.

This is just a tiny part of the list that could be compiled. Yet, how much has the classroom changed? This does not refer to there being laptops in the classroom. How many classrooms in a school could one walk past and see the teaching and learning occurring differently to 20 or 30 years ago? In how many classrooms would there still be a teacher at the front ‘teaching’ and students sitting at desks writing into notebooks? (This is not to say there is no place for this; it just should not be the primary methodology for most teachers most of the time.)

In how many classrooms would technology-enhanced learning and teaching be seen? Are there ‘pager’ classes in an iPhone world? Are there ‘VHS video recorder’ schools in a Netflix world?

Whole Organisation Change By this stage of the 21st century, schools and educators should be fully immersed in whole organisation change, rather than hoping that the lone innovators will enthuse others sufficiently so that everyone eventually engages. This is hopelessly optimistic and simply cushions school leaders from their responsibility; namely, providing the benefits of technology-enhanced education to every student in the organisation. The benefits of technology-enhanced education should not depend on which teacher a student has!

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Yet, whole organisation change is difficult, so some move away from this path to one that is less stressful (but also far less effective).

Imagine a parallel situation: a modern hospital compared to one from 30 or more years ago. Imagine a patient is taken to a hospital with something wrong (perhaps a heart attack). Imagine two doctors – one who embraced the benefits of technology and one who continued doing as he had done decades ago because “that is the way it has always been done”. Twenty years ago, a patient with a heart attack was given morphine to ease pain, lidocaine to prevent irregular heartbeats and was placed in a darkened room. Damage to the heart muscle using these methods could be significant. Nowadays, there is better monitoring equipment, doctors are aware that speed of treatment is vital, there are clot-reducing medicines, stents can be introduced to widen constricted blood vessels, surgery techniques are more advanced and surgeons have sophisticated methods of sewing new blood vessels into the heart to bypass damaged vessels. (Cox & Peck, 2009)

The benefits of technologyenhanced education should not depend on which teacher a student has!

Adding effective technology does not remove the teacher from the equation.

Instead, it provides the opportunity for richer teaching and learning to occur.

Would the patient want the doctor who had upskilled and embraced modern possibilities, or the one who had not kept upto-date? What if you were the one having the heart attack, and the hospital told your family that the doctor who had your case did not want to change the way he did things, and thus stayed with the older treatments. Would you be happy, or would you expect the hospital to ensure only the latest methods were used by all doctors?

The classroom and the school are no different! Yet there are teachers who are concerned that they are too busy to take even more training, who do not want computers teaching their students and who do not want to be ‘replaced by a computer’. Yet doctors find time to constantly upskill (lucky for us) and are not being replaced by computers. Instead, they are using technology to improve medical outcomes. Doctors are still the key. The technology simply provides efficiencies and improves effectiveness. It has changed the way they do things; it has not removed them from the equation and it has probably made many aspects of their job easier.

Teaching is no different. Adding effective technology does not remove the teacher from the equation. Instead, it provides the opportunity for richer teaching and learning to occur. It may look different, with more individualisation, collaboration and more, but the teacher is still vital.

If Not Now, When?

Enhancing education through the effective use of technology, and the subsequent shift in the classroom paradigm, is the biggest change in education in over 100 years.

Systematic, planned, long-term change across an entire organisation takes time, commitment and focus. It is not easy, but it is not complex and it is worthwhile. In fact, it is essential.

My school has been on this path of whole organisation effective change in this area for over five years, and we are still are not ‘there yet’. We have achieved significant success in many areas, but there is still a long way to go. Change of this magnitude takes time.

The question is, if success in this area takes years, not months or weeks, and it is already

2017, when will you get there? 2022? 2025? Or will you be a ‘paper map’ school in a ‘satnav’ world? ETS For a full list of references, email info@ interactivemediasolutions.com.au Peter West is Director of eLearning at Saint Stephen’s College in Australia. He has over 15 years’ experience leading K12 schools in technology-enhanced education, particularly blended learning using online learning environments. He can be contacted at pwest@ssc.qld.edu.au or at www.blendedthinking.com

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TECH STUFF

066 PRODUCTS CompNow BYOD iOgrapher BenQ RP653 KonicaMinolta Printers Edval Software Orbus by Targus Macbook Pro Range

070 NOTICEBOARDS Makerbot 3D printing in education Wacom® MobileStudio Pro™ Flipped learning growing at pace globally Matific Vision For The Future Of Teaching With Technology Developing The Next Generation Of Cyber Security Professionals

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FOLLOW US ON TWITTER @EdTechMagazine EDUCATION TECHNOLOGY SOLUTIONS 065

showcases CompNow BYOD The bring your own device (BYOD) trend has taken the education market by storm over the past couple of years, largely due to the numerous advantages it offers schools. However, there are several factors that need to be considered in any successful BYOD plan.

While the mix of devices in your BYOD plan can present some interesting challenges, you must also give thought to the many procedures and processes that go into creating a successful BYOD program. From insurance to purchasing, there is plenty to consider, which is why working with an experienced partner like CompNow can make or break your BYOD program.

Mobile Device Management Otherwise known as MDM, mobile device management is crucial if you are going to allow staff, students and teachers to use their own devices in your school. All of the devices in your network, whether they are tablets, smartphones or some other technology, will need some level of management to ensure they comply with privacy and security regulations.

A good MDM system should be able to monitor, manage and support all your mobile devices. CompNow understands that not every schoolâ&#x20AC;&#x2122;s MDM requirements are the same and can provide a tailored management system to give you the peace of mind that comes from knowing that the needs of your school are being met fully.

Purchasing Portals From purchasing devices and software through to accessories, it is likely that you have used some sort of purchasing process in the past. CompNow provides a single, easyto-use platform through which to complete these transactions, which removes some of the pressure and ensures payments are completed in a safe and secure way. With your staff and students using everything from laptops to iPads, it can give peace of mind to know they are all accessing the same system.

A purchasing portal that is both managed and hosted by CompNow gives you control over your business operations, while offering a quick and easy way of ensuring transactions are completed.

Insuring Devices Making sure devices are adequately protected while on your premises is perhaps one of the more challenging aspects of a BYOD program. CompNow offers insurance that not only covers devices while they are on your premises, but also provides worldwide cover as well as full theft protection, which means you and your devices are covered not just for burglary, but any other incident that may see them stolen.

Accidental damage and fire also come as standard in the policy, so you can rest assured that staff and student devices are fully protected when you choose to follow the BYOD trend.

Visit www.compnow.com.au for more information.

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Unless otherwise expressly stated, the review of the product or products appearing in this section represent the opinions of the Editor or relevant editorial staff member assigned to this publication and do not represent the views or opinions of Interactive Media Solutions or the advertisers or other contributors to this publication.

iOgrapher Once considered experimental teaching tools, filmmaking, digital

case features large handles for stability when shooting by hand,

storytelling and video production are all fast becoming essential

as well as standard camera tripod threads to allow you to easily

instruments for active learning and student engagement. It is

mount the iPad or iPhone on a full-size or table-top tripod. Standard

no mystery why, with the reach and integration of digital video

‘camera shoe’ mounts are integrated into the top of the iOgrapher

far outweighing television in the life of primary and high school

for placement of a directional microphone and an LED light to add

students. Exercises like creative planning, storyboarding, scripting,

fill lighting to the subjects being filmed.

filming, narrating and editing can all be highly collaborative and encourage students to take ownership of their learning.

Unfortunately, in the past it has been expensive and complicated to implement high-quality filmmaking and video

iOgrapher also offers two lens options that screw directly onto the iOgrapher case. Their wide-angle lens allows the iPad or iPhone camera to fit more into the frame, so you do not have to move the camera further back and can film in tighter spaces. The 2x

production into the classroom. However, this has changed with the

telephoto lens effectively zooms the camera by

explosive growth of tablets and smartphones that feature high-

two times, bringing you closer to your subject. This

quality video capabilities. Using any iPad or iPhone, an educator

is ideal for sporting applications or school events

can now film, edit and publish video all from the one

where the camera cannot be moved any closer

device. The results, however, can lack that polished feel,

to the action.

as the devices lack quality audio and can be shaky and

The iOgrapher is available for the original

difficult to film with – until now.

iPad, iPad Air, iPad Mini, iPad Pro, iPhone 6 Plus,

The iOgrapher is an exciting filmmaking ecosystem

iPhone 6S Plus, iPhone 6, iPhone 6S, iPhone 5,

for iPads and iPhones. Designed and developed by

iPhone 5S and iPhone SE.

Dave Basulto, Media Arts and Animation Instructor Visit www.iOgrapher.com.au for more information.

at San Marino High School in California, US, the iOgrapher transforms almost any iPad or iPhone into a professional-level video production camera without interfering with the user-friendly

Readers of Education Technology Solutions are

operation of the Apple devices.

offered a 10 percent discount and free shipping

Moulded from highly durable polycarbonate so it is strong

– just use the code ETS at checkout.

enough to endure the bumps of mobile filmmaking, the iOgrapher

BenQ RP653 Interactive Flat Panel BenQ’s new 65” RP653 interactive flat panel is designed to bring the most engaging interactive learning experience into today’s classroom. Featuring the latest collaborative learning functionality, including 20-point multi-touch design, multi-platform compatibility with driver-free touch connectivity and a host of other features, this interactive panel has been developed specifically to help teachers connect quickly and easily to present more engaging,

• germ-resistant AG+ screen to restrain bacteria build-up on

collaborative classes, which can help students retain more of the

touchscreen

material presented.

• anti-glare surface to reduce screen reflections, providing

students with more legible text

Key features include:

• driver-free, intuitive-touch design to instantly plug and play

• built-in EZWrite3.0 annotation tools to inspire learning and

presentations.

participation with ease

• NFC pen smart annotation tool for taking notes with tap-and-

Visit http://business-display.benq.com/ or call 1300 130 336 for

more information.

write simplicity

EDUCATION TECHNOLOGY SOLUTIONS 067

showcases In-House Printing: Why Schools Need The Right Device With The Right Support When schools are considering in-house print devices, it is important to make the right choice. Schools need a partner that will work closely with them to make sure they understand what is required and provide a solution that is tailored to meet the school’s printing needs, now and into the future.

Konica Minolta looks at the total print solution, not just hardware, and will recommend a solution that may include software applications to automate the print workflow or a job submission application to streamline print work to the print room.

Once the school decides on a solution, Konica Minolta then surveys all the users to see what level of training is required, and designs a program with its industry-leading trainers to bring all users up to speed. This means that the implementation is more successful right from the start.

For ongoing support and maintenance, Konica Minolta’s service team is split according to geographical location, which is a key differentiator. It means that the technicians that come to a

• bizhub PRO C1060L-C1060

school get there faster, with an average lead time of two hours,

The bizhub PRO C1060L is ideal for schools looking to move to

and already know the school’s machines so they can get them

digital workflow. It delivers brilliant colour, high speeds, low costs

back up and running quickly. All of this is part of Konica Minolta’s

and increased reliability.

commitment to customer service.

• AccurioPro Flux

Konica Minolta understands that every school is unique and has

This software suite has module applications that enables make-

a range of in-house print solutions to suit every school, including:

ready, automated workflows and job submission that can be

• bizhub PRO 1100

tailored with rules to ensure less human touch while reducing print

The bizhub PRO 1100 is easy to use and includes the latest

job error to reduce time and waste.

monochrome print production system, delivering superb black and Visit www.konicaminolta.com.au for more information.

white print quality at 1,200 dpi resolution.

Edval – More Than Just Software Over the years, the name Edval has become synonymous with

service is comprised of an Edval consultant who works with a

quality timetabling software. Building on its years of experience

school throughout the year to build and maintain the timetable file.

developing and implementing what has arguably become

Benefits to the school include:

Australia’s leading timetabling solution in schools across Australia,

• no need to train users

Edval recently announced it would be providing consultancy

• fair and equitable timetable construction from an impartial and

services to schools on a range of timetable-related enquiries.

Examples of the kinds of services that Edval now provides include:

• a responsive and dedicated resource backed by the Edval

• State governments and new schools: are there enough class

team

• depth of experience, knowledge and skill, giving a better quality

rooms of the right type?

• Individual schools: model new curriculum structures – either

for delivery of a new curriculum or to make better use of scarce

objective viewpoint

end result.

According to Bruce Fuda of Gungahlin College, ACT, “Edval has

resources.

ensured that we employ the appropriate staffing mix and aren’t

• Groups of schools: how best to coordinate timetables to enable

spending valuable school budget dollars on inefficient staffing

allocations.”

sharing of resources.

Timetabler-in-Residence Outsource your timetable to Edval. The Timetabler-in-Residence

068 EDUCATION TECHNOLOGY SOLUTIONS

Visit www.edval.com.au for more information.

Unless otherwise expressly stated, the review of the product or products appearing in this section represent the opinions of the Editor or relevant editorial staff member assigned to this publication and do not represent the views or opinions of Interactive Media Solutions or the advertisers or other contributors to this publication.

Orbus With so many schools now implementing digital curriculums, devices such as laptops, notebooks and Chromebooks have become indispensable tools. So much so that a broken or damaged laptop is the modern equivalent of a missing school bag. It becomes extremely difficult for a student to participate in class or do any work. This is why the new Orbus hard-sided case from Targus should be considered a must-have for pretty much any student laptop.

The Orbus features a hard-finish EVA outer shell designed to protect the exterior of the laptop against knocks, bumps and scratches, while the interior of the Orbus is lined with a new and improved patent-pending dual layer foam protection system, to not only safeguard a laptop from damage but also provide ventilation to stop the device, and the student, from overheating during prolonged use.

One of the many great features of the Orbus are the four internal corner elastic straps to secure the laptop or tablet PC while in use, allowing students to use their device without having to remove it from the case, further reducing the risk of damage. When combined with the protection of the padded interior, EVA outer shell and a rubberised internal border to give extra protection to the sides and corners of a laptop or tablet PC, you can start to see why we think the Orbus is a great protective solution for student devices.

It even comes with padded handles and a detachable shoulder strap for easy carrying, or students can simply slip the Orbus into

Visit www.targus.com for more information.

their regular bag or backpack.

Apple New MacBook Pro Introducing the thinnest and lightest MacBook Pro® ever, along

The New MacBook Pro Also Offers:

with a breakthrough interface that replaces the traditional row of

• Much larger Force Touch trackpads — 46 percent larger on the

function keys with a brilliant, Retina®-quality Multi-Touch™ display

13-inch MacBook Pro and twice as large on the 15-inch MacBook

called the Touch Bar™. The new MacBook Pro features Apple’s

Pro.

brightest and most colorful Retina display yet, the security and

• More responsive and comfortable typing on the keyboard with a

convenience of Touch ID®. It’s also the most powerful MacBook

second-generation butterfly mechanism.

Pro ever, featuring sixth-generation quad-core and dual-core

• Louder, more true-to-life sound through speakers with double the

processors, up to 2.3 times the graphics performance over the

dynamic range and improved bass.

previous generation, super-fast SSDs and up to four Thunderbolt 3

• macOS™ Sierra, the world’s most advanced desktop operating

ports.

system, with new features like Siri® integration, Universal Clipboard,

The Touch Bar places controls right at the user’s fingertips and

Apple Pay on the web and Photos, which helps you rediscover your

adapts when using the system or apps like Mail, Finder®, Calendar,

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Messages, provide a simple way to edit images or scrub through videos in Photos and so much more.

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3D Printing Technology Makes Its Way Into The Classrooms Bringing Sweeping Changes To Traditional Teaching Methods Situated in Chaoyang District, the Beijing Automatic Engineering School is one of the key National Secondary Vocational Schools and a training base for skilful talents in the capital of China. The school purchased 10 MakerBot 3D printers in December 2014 – a mix of MakerBot Replicator 2 and MakerBot Replicator (5th generation).

“MakerBot 3D printers not only help improve teaching quality, but also inspire students to create and innovate,” said Yi Nan, an engineering teacher at the school.

Examples of 3D printing applications in the classroom can be found almost everywhere in the school. One example was a group of engineering students that were having a heated discussion about the working principle of a complex car part illustrated on the blackboard. This discussion became clearer and more practical when the professor presented them with the 3D printed model of the very same car part. Once the students were able to hold the part and test it, they quickly came to comprehend the concepts in a more tangible way.

Such practice has become a norm in the 3D Printing Training Center in the school. 3D printing technology in the classroom changed the traditional teaching mode and helped the students become more engaged and innovative, as they are now encouraged to experiment and test theories with real printed parts.

“Our teaching has become more efficient and students are more interested since the introduction of MakerBot 3D printers. With the help of 3D models, students can grasp much easier what used to take several sessions to teach,” said Yi Nan.

Preparing Students for the Workplace The school has been collaborating with local businesses and manufacturers to provide students with real-life work experience. As opposed to traditional methods that were time-consuming and expensive, 3D printing enables students to create designs and make iterations to assist companies in their product development cycle in a short time and at a low cost. What used to be complex geometries that were challenging, if not impossible, to produce via traditional fabrication methods, 3D printing provides students with the tool to realise their concepts and ideas without technical constraints.

“Nothing is more exciting than seeing your idea come to life,” said Su Kai, a student at the school.

“With 3D printing, the only limit is our imagination.”

Modern Manufacturing in China 3D printing technology has not only changed the way companies design, but also the way they manufacture.

For example, in addition to 3D printed prototypes for functional tests, the technology has been utilised to manufacture tools and moulds on the production ground, and some have even used it to produce an actual end part. This change has allowed companies to dramatically shorten their time to market and bring more products into the market.

In fact, demand for 3D printing professionals from local companies has been on the rise as China continues to expand its position as the global manufacturing hub. By offering access to 3D printing technology in

070 EDUCATION TECHNOLOGY SOLUTIONS

their learning environment, the Beijingbased school has been able to offer the students a unique opportunity and equip them with competitive advantages before they enter the workforce.

Why MakerBot? “The reason why we chose MakerBot is that the 3D printers are stable and easy to operate. We also wanted machines from a reliable brand that other education institutes around the world have been using. The MakerBot printers have helped us a lot, especially with its incomparable industrial designs, functions and online community. MakerBot Thingiverse provides us with a massive source of materials for modelling, which can help improve the design abilities of both students and teachers,” said Yi Nan. About MakerBot MakerBot, a subsidiary of Stratasys Ltd., believes there is an innovator in everyone, and sets the standard in reliability and ease of use. As a global leader in the desktop 3D printing industry, MakerBot offers a set of solutions that illuminate and guide every stage of the 3D printing process, making it easy to go from idea to end result. Founded in 2009, MakerBot has the largest installed base in the industry, with more than 100,000 MakerBot desktop 3D printers sold to date. MakerBot also runs Thingiverse, the largest 3D printing community in the world. The company’s industryleading customers include designers, educators, engineers and consumers.

Visit makerbot.com for more information.

Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant advertiser and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.

How to maximise the benefits of 3D printing in education

Educational institutions can maximise the benefits of 3D printing to support student motivation and engagement by integrating 3D printing systems with the wider school data network, according to Y Soft.

Adam O’Neill, managing director, Australia, Y Soft, said, “The next generation of students will be accustomed to using 3D printers as they continue to become more popular in schools and universities.

3D printers enable more engaged learning because it lets students create objects that support the subject matter. Teachers find that students who are involved in designing, collaborating and presenting their projects with 3D visuals comprehend complex subjects better.”

3D printing lets students create tangible and accessible objects. By helping them to produce high-quality products, they can demonstrate their ideas and understandings as concrete models and representations.

3D printing can provide teachers with three-dimensional visual aids to help illustrate difficult concepts, and enhance hands-on interactive learning and drive class engagement.

Adam O’Neill said, “While more educational institutions are adopting fleets of 3D printers, making them available to students and staff via campus-wide networks, some are finding that the technology seems complex. However, content and support services are making 3D printing more accessible for teachers and students of all ages.”

There are a number of challenges for educational institutions installing 3D printers. These include understanding the total time and 3D material cost per print job, as well as the necessary requirement of door locks to prevent objects being removed from the printer, and access controls to prevent people from stopping a print job in progress.

Adam O’Neill said, “When integrating 3D printers on the school network it’s important to develop efficient workflows so students and staff can easily access and use the 3D printers. Working through the practicalities of 3D, educators can maximise the benefits of 3D printing.”

Introducing Wacom® MobileStudio Pro™ – Freedom to Create Anywhere Wacom introduces Wacom MobileStudio Pro, a new line of lightweight, powerful mobile computers with Wacom’s new pen technology for busy, on-thego professional creators of digital content seeking the freedom to take their studio with them, wherever and whenever they go. MobileStudio Pro provides unparalleled feel and accuracy to any creative session and users will delight in the results they achieve. Featuring the newlydesigned Wacom Pro Pen 2, with 4x higher pen accuracy and pressure sensitivity than the company’s previous professional pen, enhanced resolution, leading-edge graphics, excellent colour performance, 3-D camera and other innovations, Wacom MobileStudio Pro is the

ultimate creative tool for today’s serious 2-D, 3-D and CAD artists and designers.

Wacom has developed a family of 13.3” and 15.6” MobileStudio Pro computers to fit virtually every professional’s creative computer and budgetary needs (starting at $2,649 AUD). There are five configurations to choose from. Three 13.3” models combine maximum mobility with high performance and colour accuracy and two 15.6” models deliver a larger work area, 4K resolution, high colour performance as well as superior NVIDIA® Quadro® graphics. Bundled with Windows® 10, MobileStudio Pro has the power professional creatives need to run industry-standard applications such as Photoshop® and Illustrator® as well as demanding 3-D

creative software applications.

“Unlike most general-purpose mobile tablets created for the mass market, Wacom’s MobileStudio Pro was designed specifically for the needs of the creative professional and how they work,” says Ed Neumann, Senior Vice President of Wacom’s Creative Branded Business.

“Our long-standing relationship with the professional creative community enabled us to develop a gamechanging solution for the creative market that exceeds customer expectations and provides the best, most natural and precise creative experience imaginable.”

For more information visit www.wacom.com

EDUCATION TECHNOLOGY SOLUTIONS 071

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Flipped learning growing at pace globally

All the signs are indicating that flipped learning is a teaching and learning phenomenon gaining rapid and strong traction globally.

Flipped learning is not complex if we focus on Jon Bergmann’s five essential core principles: • Thinking • Time • Training • Technology • Simplicity.

Flipped learning requires a radical redefinition of the role of the teacher, the student and the best use of time between them.

Successful migration to the flipped learning model requires an investment of time. This means support from school administrators and school leaders is pivotal.

Successful implementation of flipped learning requires a mastery of the pedagogy and best practices of the flipped classroom.

Technology is central to flipped learning. Identifying the right technology, the right technology providers and securing the necessary technical training is vital.

In the end, successful flipped learning comes down to fostering more productive relationships between students and teachers and keeping the process simple.

With these five essential core principles at the fore of his work, Jon Bergmann is very successfully taking flipped learning global. Around the world, increasing numbers of teachers and school leaders are flipping their classes. Jon’s goal is to help spread flipped learning’s best thinking, best practices and best technologies worldwide.

FlipCon Australia 2017 will contribute to this global movement. It is a national conference embracing flipped learning. Emerging and established flipped educators will attend this concentrated high touch, hands-on event. No prior experience in flipping a class or school is needed.

When delegates return to their school after attending, they will have the skills, knowledge and passion to start or continue to cultivate a learnercentred classroom and get to know their students better.

At the conference experienced flipped educators will share their knowledge, experience and skills with their colleagues offering beginner and masterclass streams and sessions focussed on: making flipped resources; pedagogy and best practice; subject specific flipping; assessment and flipping; scaling up; research; flipping a lesson; and learning outside the classroom.

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Jon Bergmann is one of the pioneers in the flipped class movement after successfully flipping his own classroom and sharing the teaching model with other educators. Jon will be one of the keynote speakers at the conference.

Join Jon and other teachers experienced and not so experienced in flipped learning at FlipCon Australia 2017. We look forward to meeting you at the host school – Inaburra School, Sydney, NSW on Friday 20 and Saturday 21 October 2017.

For further information about FlipCon Australia 2017 go to: www.ereg.me/FlipConAUS17

Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant advertiser and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.

Game changing resource helps reduce maths anxiety for Aussie kids Primary school students show 34% improvement in maths scores A recent research report has found Matific, a new mathematics resource that is aligned to the Australian Curriculum, helped increase Australian students’ maths test results by 34 per cent, reduce maths anxiety and make learning maths fun for primary schoolers.

The report was completed by leading researcher, Associate Professor Catherine Attard, Centre for Educational Research from Western Sydney University, who studied eight different schools to understand the effect an e-learning tool such as Matific could have on maths learning and engagement in primary schools.

When comparing pre-trial and post-trial tests there was an average improvement of 34 per cent in test results. According to Attard, one reason for the improvement is the fact that whilst Matific is an educational tool, kids found the game based activities a fun and engaging way to learn maths.

“Incorporating digital technologies and gamification into the teaching and learning of mathematics is now integral to Australian classrooms.

Traditionally, rote learning and memorising was the focus of teaching but this is now being replaced with the view that mathematics has purpose and an application to real life and must meet the needs of a generation who are used to playing with iPads instead of using pen and paper.

“We found that the students engaged in the trial knew they were learning maths, but because they found the games were fun, they

actively wanted to continue playing them and learn more. This is significant as it helps children have a more positive experience,” said Attard.

Matific’s approach to teaching primary school-aged kids focuses on interactive games, called episodes.

Each episode allows children to immerse themselves into the fun world of maths, all while learning new skills and receiving instant feedback to help them further develop their conceptual understanding of mathematics.

Matific also aims to relieve the feeling of anxiety, tension and dread that so many kids feel during maths exams or class time and give parents the confidence to know their child is genuinely enjoying the learning process and taking on board new skills when it comes to maths.

Teachers involved in the trial were also happy with the results from their students and said they would be willing to use Matific in their classrooms moving forward. Matific has been aligned specifically to National, NSW and Victorian education curriculums, and teachers are able to fit the episodes and activities into a lesson with ease. Additionally, the programs can be personalised to different skill levels, which helps maximise results for individual students.

“My students were really happy to play the episodes – in fact, every time I asked them to use Matific they were all excited to be doing it. I’ll definitely incorporate Matific into my lessons as much as I can from now on,” said Luke O’Reilly, a teacher at one of the trial schools.

“We are thrilled that the students loved the games and that there is a direct improvement in their maths skills once they have played and engaged with the episodes. The fact that so many of the teachers involved support the content and want to continue using these resources to help their students embrace and learn mathematics is the best possible outcome from these trials,” said Brent Hughes, Education Expert at Matific.

“We can also see that students who use and engage with Matific in the classroom have a strong understanding of the fundamental concepts of maths and are better equipped to handle challenging concepts like geometry and algebra, as they progress into high school,” said Hughes.

Matific was co-founded by online entrepreneur Leon Kamenev, who recently sold his stake in online food delivery service, Menulog.

A hardworking father of three, Kamenev saw Matific as an opportunity to revolutionise how kids learn maths by making it fun and accessible.

Matific is available across multiple platforms, including desktop computers and tablets, and can be downloaded from the App Store or Google Play.

For more information visit www.matific.com.au or find Matific on Facebook and Twitter.

EDUCATION TECHNOLOGY SOLUTIONS 073

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Team Of Ed Tech Experts Convened By ISTE To Provide Vision For The Future Of Teaching With Technology

The International Society for Technology in Education (ISTE®) today announced the team of external ed tech experts on the technical working group that brings its expertise to the refresh of the ISTE Standards for Teachers. This group includes individuals familiar with ISTE and previous standards refreshes, as well as established and emerging leaders from schools, districts, nonprofits and higher education. A draft of the refreshed standards will be available online for public input in November 2016.

“This exceptional technical working group took the initial input that we have received from educators around the world and developed the draft framework for the refreshed ISTE Standards for Teachers,” said Carolyn Sykora, senior director of the ISTE’s Standards department. “In the next step of this grassroots process, we are inviting educators to once again share their voices and let us know their views as we develop standards that will help educators deliver on the promise of the recently refreshed ISTE Standards for students and assist them in building their skills to leverage technology for learning and teaching.”

The ISTE Standards for Teachers refresh technical working group members are Clara Alaniz, instructional technology specialist, Plano Independent School District, Texas; Amanda Armstrong, graduate assistant, Learning Games Lab, New Mexico University, Las Cruces;

David Barr, independent education management professional, Chicago; Jessie Butash, assistant principal of teaching and learning, Cumberland Public Schools, Providence, Rhode Island; Trina Davis, associate professor, College of Education, Texas A&M University, College Station; Steven Hauk, assistant principal, Half Hollow Hills Central School District, Melville, New York; Kathy Hayden, emerita professor of education, California State University San Marcos; Mindy Johnson, instructional designer, social media and communications strategist, CAST, Boston; David Marcovitz, associate professor and director of education technology, Loyola University, Baltimore; Curt Mould, director of innovation, assessment and continuous improvement, Sun Prairie School District, Wisconsin; and Sarah Thomas, regional technology coordinator, Prince George’s County Public Schools, Maryland.

As the ISTE Standards for Teachers refresh process moves forward, there are numerous ways for educators from around the world to get involved, including a survey and a free toolkit for facilitating a public forum, Twitter chat, or conference session with colleagues to provide feedback to the process. Learn more at http:// www.iste.org/teacherrefresh The refresh of the ISTE Standards for Teachers follows a process similar to the recently refreshed ISTE Standards for Students. Unveiled in June at the ISTE Annual Conference & Expo, the

074 EDUCATION TECHNOLOGY SOLUTIONS

2016 ISTE Standards for Students are a blueprint by and for innovative educators worldwide to guide education transformation and meaningful, future-ready learning.

They are not about devices or using technology; they are about giving voice to learners the world over and ensuring that learning is a studentdriven process of creation and critical thinking.

About ISTE The International Society for Technology in Education is the premier nonprofit membership organisation serving educators and education leaders committed to empowering connected learners in a connected world. ISTE serves more than 100,000 education stakeholders throughout the world.

Innovative offerings include the widely adopted ISTE Standards for learning, teaching and leading in the digital age, as well as the ISTE Conference & Expo – the world’s most comprehensive ed tech event. The organisation’s robust suite of professional learning resources feature online courses, consulting services for schools and districts, books, and peer-reviewed journals and publications. For more information, visit iste.org. Connect with ISTE on Twitter, Facebook and LinkedIn.

Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant advertiser and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.

Developing The Next Generation Of Cyber Security Professionals

Education Minister Simon Birmingham and Minister Assisting the Prime Minister for Cyber Security Dan Tehan recently announced approval for the Academic Centres of Cyber Security Excellence.

The centres will produce workready graduates to increase our cyber security workforce and worldleading research on cyber security, as well as providing executive education programs for industry and government.

Tehan said a global survey of 18 to 26-year-olds had found Australia

needed to work harder to encourage young people into cyber security careers.

“There is growing demand for cyber security professionals and it is an exciting and challenging career,” Tehan said.

Birmingham said the Turnbull Government wants to ensure that funding for cyber security is being directed as strategically as possible.

“The Turnbull Government has committed $3.45 million to help address Australia’s shortage of skilled cyber security professionals via the

establishment of Academic Centres of Cyber Security Excellence to ensure they are effectively meeting our country’s future needs,” Mr Birmingham said.

“Ultimately our Academic Centres of Cyber Security Excellence will help ensure our students are ready to enter the workforce, that we can upskill executives and government professionals and that our research highlights Australia as a leader in the field.”

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